Self-reports on students' learning processes are academic metacognitive knowledge

Gomes, Cristiano Mauro Assis; Golino, Hudson

doi:10.1590/1678-7153.201427307

Cited by 9 publications

(5 citation statements)

References 32 publications

(33 reference statements)

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“…Thus, The Metacognition Growth in Writing Questionnaire (MGWQ) is declared valid and reliable and can be used to measure the metacognition growth in writing. In writing, the self-report questionnaire can be used as a tool to monitor the development of metacognition because it contains information about the academic development of students, starting from their learning motivation, and their level of performance in learning, to the development of their academic achievement (Mauro et al, 2014), especially in writing. This self-report functions as (1) recognition of the representational nature of thinking, (2) recognition that mental representations are not objective images of external reality, (3) recognition that one's beliefs and those of others may be wrong, and (4) recognition that others may have different viewpoints and beliefs (Pedone et al, 2017).…”

Section: Resultsmentioning

confidence: 99%

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Self-report to investigate metacognition growth in writing

Ramadhanti¹,

Yanda²

2023

JASL

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This study aims to describe the validity and reliability of the Metacognition Growth Questionnaire in writing. Using a quantitative approach, measurements were made of the metacognitive growth questionnaire, which was developed based on the metacognitive process theory, which consists of three, parts: the process of raising awareness, the process of monitoring/evaluating, and the process of controlling/regulating. A total of 30 students were randomly selected to be used as test subjects for the questionnaire instrument. The validity of the questionnaire items is known by using the bivariate product-moment correlation test. The reliability of the questionnaire is known by using Alpha Cronbach. The results showed that as many as 40 questionnaire items were declared valid, and overall, the questionnaire items were declared reliable. Thus, as many as 40 questionnaire items can be used to measure of students' metacognition growth in writing.

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Section: Resultsmentioning

confidence: 99%

“…One of the tools for measuring metacognition is a self-report. Self-report is used as a tool to monitor the development of learning motivation, level of performance, and academic development of students (Mauro et al, 2014). Monitoring the development of metacognition using self-reports, usually in the form of a questionnaire.…”

Section: Introductionmentioning

confidence: 99%

Self-report to investigate metacognition growth in writing

Ramadhanti¹,

Yanda²

2023

JASL

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“…Gomes and Golino 36 report that students’ self-reported perceptions on their academic processes are a type of metacognition: academic metacognitive knowledge. Performing a self-reflection on their own learning empowers learners and leads to students gaining increasing control over their learning.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

Adefuye

Benedict

Bezuidenhout

et al. 2019

Journal of Medical Education and Curricular Development

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Background:The adoption of community-based medical education (CoBME) into the undergraduate medical curriculum is in line with the SPICE model for medical curriculum proposed by Harden and colleagues. Students are the consumers of medical education and are, thus, the ideal evaluators of the efficacy of their own course and learning environment. To evaluate the quality of the CoBME programme in Botshabelo District Hospital (BDH), this study investigated student’s perceptions of their experience during their CoBME training at BDH. In addition, suggestions on how to enrich students’ experience during the CoBME posting were obtained from the participants.Methods:This research was designed as a qualitative (ethnographic) study that used a structured questionnaire, to obtain written statements from 120 fourth-year undergraduate medical students describing their experience during their CoBME training at BDH. The structured questionnaire in the form of an evaluation form was self-administered, consisted of only open-ended questions grouped into 4 main sections and was distributed manually (hard copy) to the participants.Results:Of the 120 questionnaires distributed, 84 were returned, giving a response rate of 70.0%. When asked to indicate what they liked or disliked about their CoBME training, ‘Good educators/staff’ and the ‘Poor attitude of some doctors’ were the themes that scored highly (25.1% and 19.4%) in the ‘likes’ and ‘dislikes’ category, respectively. Some of the major challenges faced during the CoBME training at BDH included: exposure to new learning environment (14.2%), clinical practice context (12.6%), and language barrier (7.2%). Participants stated that they gained knowledge of how to perform certain clinical procedures and acquired core clinical skills in the areas of formulating management and managing some medical emergencies during their training at BDH. Increasing the duration of training (25.6% coverage) was suggested as a major way to enrich students’ experience during the training at BDH.Conclusion:Findings by this study reveal that CoBME is a valuable pedagogical tool to enhance learning in undergraduate medical education and that more work is required to improve the quality of CoBME training in BDH. We believe that the findings by this study will inform future planning of CoBME training programmes in BDH.

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“…Deep learning approaches encourage greater learning breadth and depth (Felder & Brent, 2005), transferring knowledge to novel situations. A deep approach is generally associated with active learning (Gomes & Golino 2014), whereas a surface approach is generally associated with passive learning processes. Surface approaches are often rooted in a desire to pass assessments whilst minimising effort, resulting in focusing on memorisation of material, which is quickly forgotten (Ramsden, 2003).…”

Section: Student Approaches To Learningmentioning

confidence: 99%

A Longitudinal Examination of Student Approaches to Learning and Metacognition

Hands,

Limniou

2023

JHETP

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Student Approaches to Learning (SAL) mainly consists of two contradictory approaches (surface and deep learning) to learning that have been extensively studied in educational research. Metacognition, which refers to the process of thinking about one’s thinking, has been shown to play a crucial role in helping students shift from a surface to a deep approach to learning. The current study collected data using two questionnaires (RSPQ-2F& MAI) from 1329 students. Both metacognition and learning approaches showed medium correlations and an effect of the year of study. A crossed-lagged model shows no effect of deep learning on metacognitive knowledge or regulation, although this does increase significantly over time. Overall, the study’s findings suggest a complex yet clear relationship between student learning approaches and their final grade outcomes. Students will lean towards more surface learning as their (perceived) workload increases and assessments become more challenging. These findings suggest that teachers and policy makers should seek ways to increase deep learning methods, possibly using metacognitive skills training.

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Self-reports on students' learning processes are academic metacognitive knowledge

Cited by 9 publications

References 32 publications

Self-report to investigate metacognition growth in writing

Self-report to investigate metacognition growth in writing

Students’ Perspectives of a Community-Based Medical Education Programme in a Rural District Hospital

A Longitudinal Examination of Student Approaches to Learning and Metacognition

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