The mediating role of metacognition in the relationship between executive function and self‐regulated learning

Follmer, D. Jake; Sperling, Rayne A.

doi:10.1111/bjep.12123

Cited by 60 publications

(50 citation statements)

References 78 publications

(140 reference statements)

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“…The correlation results, presented in Table 1, suggest that the new metacognitive measure is related more to executive function than other cognitive domains. This is not a new finding and is in line with previous research suggesting that metacognition and executive functions may be partly overlapping concepts (Follmer & Sperling, 2016).…”

Section: Discussionsupporting

confidence: 92%

Exploring the effects of cognitive remediation on metacognition in people with schizophrenia

Cella

Edwards

Swan

et al. 2019

Journal of Experimental Psychopathology

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Background: Interventions targeting cognition in people with schizophrenia have shown moderate effects on improving functioning. Recent cognitive remediation (CR) approaches have begun to target metacognition to improve functioning outcomes. This study aims to develop a novel measure of metacognition and assess whether metacognitive-based CR (mCR) can improve metacognition. Method: We use data from a single-blinded randomized controlled trial comparing mCR plus treatment as usual (TAU) to TAU alone in people with schizophrenia. Participants were assessed with measures of cognition, functioning, and a new measure of metacognition at three time points: Week 0 (baseline), Week 12, and Week 24. Results: The evaluation of the novel metacognition assessment suggests that it is a reliable and valid measure. The measure positively correlates with cognitive measures, in particular with executive function and IQ but also with a measure of functioning. We found that a course of mCR was able to increase metacognition compared to TAU by Week 24. Conclusions: Metacognition may be an important mechanism to explain how CR affects functioning outcomes in people with psychosis. The systematic assessment of metacognition as part of CR studies may help to evaluate more clearly its role and relevance to functioning.

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Section: Discussionsupporting

confidence: 92%

Exploring the effects of cognitive remediation on metacognition in people with schizophrenia

Cella

Edwards

Swan

et al. 2019

Journal of Experimental Psychopathology

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“…Most of this research on metacognition has been limited to monitoring and control and may not capture the volitional aspects noted as important to SRL in Duckworth et al (). As one exception, Follmer and Sperling () tested how direct measures of EF related to self‐reported SRL in college students, finding that the association was mediated through a self‐report measure of metacognition. Other work considering EF and metacognition has not tested such a mediational hypothesis.…”

Section: The Link Between Executive Functions Srl and Self‐regulatomentioning

confidence: 99%

Links between achievement, executive functions, and self‐regulated learning

Rutherford

Buschkuehl

Jaeggi

et al. 2018

Applied Cognitive Psychology

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Student self-regulated learning (SRL) is theorized to draw upon cognitive resources such as executive functions (EF) in support of planning, monitoring, and control processes in the service of academic goals. Prior work has demonstrated connections between direct measures of EF and reports of regulation behaviors, but this has not been frequently extended using an SRL framework to classroom behaviors and resulting school achievement. We find relations between inhibition and shifting elements of EF and teacher reports of SRL and links between both and student achievement on standardized tests and classroom grades in mathematics and language arts.We also find that links between EF and math achievement are partially mediated through SRL. Our results suggest that aspects of EF can support or may be a bottleneck for SRL and thus academic achievement, and as such, they have implications for cognitive and educational interventions.

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“…Although metacognition has been found to be an important variable leading to a better understanding of different types of knowledge by learners, there has been theoretical and empirical confusion between this construct and others, more specifically, regarding self‐regulated learning (SRL) in academic contexts (Dinsmore et al ., ; Effeney, Carroll, & Bahr, ; Follmer & Sperling, ). SRL can be described as a cognitive active process in which students set goals for their learning and attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and contextual factors in the environment (Pintrich, ).…”

Section: Introductionmentioning

confidence: 99%

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

Veas

Costa

Miñano

et al. 2018

Brit J of Edu Psychol

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The mediating role of metacognition in the relationship between executive function and self‐regulated learning

Cited by 60 publications

References 78 publications

Exploring the effects of cognitive remediation on metacognition in people with schizophrenia

Exploring the effects of cognitive remediation on metacognition in people with schizophrenia

Links between achievement, executive functions, and self‐regulated learning

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

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