Relevant bibliographies by topics / Metacognitive guidance

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  1. Journal articles
  2. Dissertations / Theses
  3. Book chapters
  4. Conference papers

Academic literature on the topic 'Metacognitive guidance'

Author: Grafiati
Published: 4 June 2025
Last updated: 1 August 2025

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Journal articles on the topic "Metacognitive guidance"

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Sapitri, Alfi, Ely Djulia, and Herbert Sipahutar. "Hubungan Metakognitif, Kemampuan Berpikir Kritis, Bimbingan Orang Tua dan Guru tentang Kesehatan Reproduksi dengan Persepsi Perilaku Seksual Siswa SMA Se-Kota Medan." Jurnal Pendidikan Biologi 7, no. 2 (2018): 117. http://dx.doi.org/10.24114/jpb.v7i2.10625.

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This research intended to identify: (1) Student metacognition about reproduction health, (2) student critical thinking skill about reproduction health; (3) Student perception of sexual behaviour, (4) Parents’ and teachers’ guidance about reproduction health, (5) Teachers’ guidance about reproduction health, (6) The correlation among metacognitive, critical thinking, parents’ and teachers’ guidance about reproduction health into perception of sexual behaviour. This correlation study was conducted at Senior high schools in district Medan, North Sumatra Indonesia at 2013 academic year. Research i
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Tanır, Ahmet Tanır. "Turkish-speaking students' writing performance in German as a foreign language (GFL) and their metacognitive awareness: An online collaborative writing instruction combined with metacognitive guidance." African Educational Research Journal 11, no. 3 (2023): 421–40. http://dx.doi.org/10.30918/aerj.113.23.071.

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The present study investigates the effects of online collaborative writing instruction combined with metacognitive guidance on students' writing performance in German as a foreign language and their metacognitive awareness. For this purpose, a total of 90 students are randomly and equally divided into three groups: group with online collaborative writing instruction combined with metacognitive guidance (on-CWI+MG), group with face-to-face collaborative writing instruction combined with metacognitive guidance (f2f-CWI+MG) and group with in-class individual writing activities without metacogniti
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Zion, Michal, and Hagit Cohen. "Drinking-Related Metacognitive Guidance Contributes to Students’ Expression of Healthy Drinking Principles as Part of Biology Teaching." Sustainability 13, no. 4 (2021): 1939. http://dx.doi.org/10.3390/su13041939.

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Biology education has adopted the goal of educating future generations about sustainable, healthy habits. The current paper focuses on drinking-related nutritional literacy—the characteristic of health education that refers to aspects of healthy drinking: drinking enough water and fewer sugar-sweetened beverages (SSBs). The study aims to foster school students’ critical thinking about the quality and the quantity of what they drink in everyday life. Facilitating students’ metacognitive awareness was achieved, as they were engaged in a biology learning activity centered on the importance of hea
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El Kassimi, Islam. "Assessing Metacognition: An Overview." Journal of English Language Teaching and Applied Linguistics 7, no. 2 (2025): 222–30. https://doi.org/10.32996/jeltal.2025.7.2.21.

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Metacognition is a complex construct that has been defined in various ways by different scholars, who have divided it into several components. The most well-known categorization comes from Brown (1987), who divided metacognition into two main aspects: knowledge of cognition and regulation of cognition. Knowledge of cognition can further be divided into three types: declarative, procedural, and conditional knowledge. Regulation of cognition includes control and monitoring processes. The assessment of these components has been a topic of debate among scholars, leading to the development of vario
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Komala, Elsa, and Siti Nur Sabila Qintani. "PEMBELAJARAN DENGAN PENDEKATAN METACOGNITIVE GUIDANCE (MG) UNTUK MENINGKATKAN LITERASI MATEMATIS SISWA SMP." JES-MAT (Jurnal Edukasi dan Sains Matematika) 3, no. 2 (2017): 155. http://dx.doi.org/10.25134/jes-mat.v3i2.688.

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AbstractTo the effect this research is subject to see the improvement of students' mathematical literacy by using the Metacognitive Guidance (MG) approach, especially the mathematical literacy ability of level 3 and level 4 students. The design of this research is non-equivalent control group design. The experimental class is given by using the Metacognitive Guidance (MG) approach and the control class given the learning with the conventional approach. The population in this study is all students of class VII of one of the Junior High School in Cianjur. The samples were chosen as many as 2 cla
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Suryahadikusumah, Ahmad Rofi, Monalisa Monalisa, Yogi Damai Syaputra, et al. "Metacognitive Skills As A Guidance Curriculum In The Age Of AI." PSIKOPEDAGOGIA Jurnal Bimbingan dan Konseling 13, no. 1 (2024): 17–26. https://doi.org/10.12928/psikopedagogia.v13i1.27427.

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The existence of Artificial Intelligence (AI) in educational practice should increase mobility and learning outcomes and improve student learning skills. On the other hand, students see AI as a system that helps them complete practical learning tasks. This condition creates a conflict and a dilemma in using AI in learning. Studies on AI in education recommend metacognitive as an essential ability for students to utilize AI well. The research aims to find the formulation of the metacognitive competencies students need in using AI as content in curriculum guidance. The research method uses the S
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Salim, Salim, Arvyaty Arvyaty, Era Maryanti, and Kadir Kadir. "Persepsi Penggunaan Bahan Ajar Matematika Berpendekatan Metacognitive Guidance Pada Siswa Kelas VIII SMP Negeri 12 Kendari." Jurnal Pendidikan Matematika 10, no. 1 (2019): 124. http://dx.doi.org/10.36709/jpm.v10i1.5650.

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Penelitian ini bertujuan untuk mengetahui persepsi penggunaan bahan ajar matematika berpendekatan metacognitive guidance pada siswa kelas VIII7 SMP Negeri 12 Kendari. Penelitian ini merupakan penelitian deskriptif yang mempersentasekan data hasil penelitian dengan jumlah responden sebanyak 25 orang siswa kelas VIII7 SMP Negeri 12 Kendari. Penelitian ini dilakukan pada semester genap tahun pelajaran 2017/2018. Hasil penelitian ini menunjukkan bahwa persepsi penggunaan bahan ajar matematika berpendekatan metacognitive guidance pada siswa kelas VIII7 SMP Negeri 12 secara keseluruhan menunjukkan b
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Akyüz, Halil İbrahim, Serap Samsa Yetik, and Hafize Keser. "Effects of metacognitive guidance on critical thinking disposition." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (2015): 133–48. http://dx.doi.org/10.14527/pegegog.2015.007.

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The present study investigated the effect of metacognitive guidance in an online learning environment on the students' critical thinking competency. The research was carried out using experimental design with pretest-posttest control groups. The research group of the study consisted of 60 students studying at Computer and Educational Teaching Department of Educational Sciences Faculty at Ankara University during the fall semester of 2011-2012. The 51 point California Critical Thinking Disposition Inventory was used to collect pretest-posttest data. In terms of total score of critical thinking
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Fadhli, Teuku. "Model Pembelajaran Prodigy Berbasis Metakognitif Rekonstruktivisme Kemandirian Belajar Siswa melalui Layanan Bimbingan dan Konseling." Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan 7, no. 1 (2023): 115–22. http://dx.doi.org/10.19109/ghaidan.v7i1.17201.

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The metacognitive-based prodigy learning model in schools aims to develop thinking processes through stimulation of thoughts that do not develop through guidance and counseling services by BK teachers. The importance of students' metacognitive-based Study Program learning models so that students are able to optimally actualize themselves. So the role of the counseling teacher in guidance and counseling services is very influential on students' self-development. Therefore, the prodigy theory approach based on metacognitive reconstructivism in educational settings in schools is very influential
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Arvyaty, Salim, and Maryanti Era. "Teaching Material Mathematics with a Metacognitive Approach Guidance." Journal of Education and Learning (EduLearn) 12, no. 2 (2018): 306–10. https://doi.org/10.11591/edulearn.v12i2.7566.

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The purpose of this research is to analyze the improvement of students' mathematical literacy ability through the use of mathematics teaching materials with metacognitive approach guidance. This research will be held in the city of Kendari to the subject of this research target is students who are at grade 5 Land in Junior High VIIID Kendari years lessons 2017/2018 with many limited scale trial class is only required as much as 1 class. To know the significance of the increase in the literacy abilities of students using paired t-test. Data processing using the SPSS program with criteria if
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Dissertations / Theses on the topic "Metacognitive guidance"

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Sanagavarapu, Prathyusha, of Western Sydney Nepean University, and Faculty of Education. "Cultural specificity in maternal metacognitive guidance of preschoolers' puzzle-solving." THESIS_FE_XXX_Sanagavarapu_P.xml, 1999. http://handle.uws.edu.au:8081/1959.7/551.

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This thesis explores cultural specificity and universality in maternal metacognitive guidance of preschoolers’ puzzle-solving. Anglo-Australian and immigrant Indian mothers’ interactions with their 4-year-old children on a puzzle-solving task were videotaped, and the mothers were interviewed about their views on child development, adult guidance and interpretations of puzzle-solving. The nature of the metcognitive guidance was analysed with respect to task initiation, task regulation, metcognitive guidance, strategic assistance, speech styles, and forms of sustaining the child’s mindfulness. T
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Prathyusha, Sanagavarapu. "Cultural specificity in maternal metacognitive guidance of preschoolers' puzzle-solving /." View thesis, 1999. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030806.150523/index.html.

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Sanagavarapu, Prathyusha. "Cultural specificity in maternal metacognitive guidance of preschoolers' puzzle-solving." Thesis, 1999. http://handle.uws.edu.au:8081/1959.7/551.

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This thesis explores cultural specificity and universality in maternal metacognitive guidance of preschoolers’ puzzle-solving. Anglo-Australian and immigrant Indian mothers’ interactions with their 4-year-old children on a puzzle-solving task were videotaped, and the mothers were interviewed about their views on child development, adult guidance and interpretations of puzzle-solving. The nature of the metcognitive guidance was analysed with respect to task initiation, task regulation, metcognitive guidance, strategic assistance, speech styles, and forms of sustaining the child’s mindfulness. T
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Book chapters on the topic "Metacognitive guidance"

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Kala Negi, Sunder. "Perspective Chapter: The MetaFlex Framework – Harnessing Metacognition to Foster Psychological Flexibility and Growth." In Metacognition in Learning - New Perspectives [Working Title]. IntechOpen, 2024. http://dx.doi.org/10.5772/intechopen.113920.

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The aim of this chapter is to explore the MetaFlex Framework, which is a novel approach that combines metacognition and psychological flexibility to foster personal growth and enhance psychological well-being. The MetaFlex Framework focuses on the integration of metacognitive strategies and techniques to enhance self-awareness, cognitive flexibility, and adaptive thinking. The chapter used in-depth examination method of the theoretical foundations, practical applications, and potential outcomes associated with implementing the MetaFlex Framework. It highlights the importance of psychological f
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Kramarski, Bracha. "Metacognitive Feedback in Online Mathematical Discussion." In Handbook of Research on New Media Literacy at the K-12 Level. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-120-9.ch049.

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Effects of two online inquiry discussions in mathematics are compared: one inquiry was based on metacognitive feedback guidance (MFG) and the other with no such guidance (NG). The MFG students were exposed to the IMPROVE metacognitive questioning method that serves as cues for solving the problem and features of providing feedback (Kramarski & Mevarech, 2003). A total of80 eighth-grade students participated in the study. Students were asked to solve online a real-life task and provide feedback to their peers about the solution process. Results indicated that the MFG students significantly
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P, Uma. "UNLOCKING POTENTIAL STRATEGIES TO STRENGTHEN METACOGNITIVE SKILLS IN HIGHER SECONDARY STUDENTS." In 21st Century Teaching and Learning in Classrooms. Iterative International Publishers, Selfypage Developers Pvt Ltd, 2024. http://dx.doi.org/10.58532/nbennurctch3.

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Metacognitive skills, the ability to think about one's own thinking processes, are fundamental to effective learning and academic success. In the context of higher secondary education, where students face increased academic demands and are expected to engage in independent learning, nurturing metacognitive skills is paramount. This paper is about strategies for enhancing metacognitive skills in higher secondary students, thereby empowering them with the ability to monitor, regulate, and improve their learning processes. Meta-cognitive skills have a number of tangible and important effects on l
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Mafu, Noxolo. "Counselling Pupils for Social Justice." In Addressing Multicultural Needs in School Guidance and Counseling. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0319-5.ch014.

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Along the dynamic freedoms of democracies of the 21st century, counselling pupils for social justice is a radical democratic process of learning. This is within awareness of metacognitive application of critical thinking that transforms prior obtained frame of reference. It also ignites, without imposing, critical self-reflection as a deliberate cognitive activity on experiences that bring about perspective transformation. Ironically, that school counselling continues to be less regarded as a management role in schools is a misconstrued perspective that not only disadvantages the pupil but als
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Rivers, Rebeqa. "How Is Your Connection?" In Advancing Online Course Design and Pedagogy for the 21st Century Learning Environment. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5598-9.ch008.

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Traditional course design assumes a synchronous, in-person learning environment and relies on a skilled instructor to observe nonverbal communication and guide interactions between learners. However, the nature of online learning has changed instructor-student connections so that providing real-time, guided interactions and feedback are not always practical. The loss of these interactions has particularly affected social and emotional learning (SEL), or how people recognize and manage emotions, empathize with, and relate to others, and make responsible decisions. SEL—popularly known as emotion
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Yu, Chengyan. "Testing issues in writing." In Insights into Teaching and Learning Writing. Castledown, 2023. http://dx.doi.org/10.29140/9781914291159-5.

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While sample questions and responses, scoring rubrics, and provision of criterion-referenced interpretation in large-scale writing tests are believed to be of pedagogical value, frontline English language teachers often find it difficult to use them to facilitate learning perhaps due to the lack of practical guidance. To maximize the value of large-scale writing tests for learning, this chapter draws on models of learning-oriented assessment and proposes a practical guide for writing teachers to use the key components of large-scale writing tests in classroom assessment activities. This framew
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Wen, Wen, and Jill Castek. "An Examination of Peer-to-Peer Scaffolding as Metacognitive Support for Learning." In Metacognition in Learning - New Perspectives [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.113921.

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This descriptive study examines peer-to-peer scaffolding implemented in an undergraduate, online digital literacies course for future educators. It identifies the different features of students collaboration processes and how these processes function as peer scaffolding to support their learning. Analyses of students’ collaborative dialog and reflections on their collaboration processes. By analyzing dialog, this study examines how collaborative discussion that is high quality can act as a form of peer-to-peer scaffolding that encourages metacognition. Peer-to-peer scaffolding not only provide
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Goodman, Sara G., Melissa M. Goodwin, Noveera T. Ahmed, Kristin Picardo, and Michelle Erklenz-Watts. "Chapter 5. Successful Failure: Leveraging Mindfulness and Growth-Oriented Reframing to Build Undergraduate Research Resilience." In Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers. Council on Undergraduate Research, 2022. http://dx.doi.org/10.18833/cf/9.

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This chapter shines the light on how helping students re-perceive their experiences with failure allows them to boost confidence, well-being, and belongingness. The authors share a practice for re-perceiving failure—mindfulness metacognition-mindset shift—which is applicable in nearly every situation where failure or difficulty can be encountered. Guidance is provided for implementing this practice within and beyond research settings.
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Evans, Paul, and Andrew J. Martin. "Explicit Instruction." In The Oxford Handbook of Educational Psychology. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.53.

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Abstract Explicit instruction is an approach to teaching characterized by high levels of guidance and support from the teacher, extension of learners’ prior knowledge, consideration of the capacities and limits of human cognitive architecture, an emphasis on learning as the primary priority for instructional activity, and active student engagement throughout the learning process. The lineage of the principles of explicit instruction can be traced from research on large-scale school reform projects through a range of research and theoretical approaches based on cognitive, information-processing
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Conference papers on the topic "Metacognitive guidance"

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Vasileva, Maya, and Kliment Naydenov. "A METHODOLOGICAL FRAMEWORK FOR FORMING DESIGN THINKING IN THE TRAINING OF FUTURE GEOGRAPHY TEACHERS." In 24th SGEM International Multidisciplinary Scientific GeoConference 2024. STEF92 Technology, 2024. https://doi.org/10.5593/sgem2024/5.1/s22.88.

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One of the priorities in professional education, including the training of future geography teachers, is related to ensuring a quality and innovative educational process based on the competence approach and modern innovative educational technologies. In this regard, the present study aims to investigate the pedagogical effectiveness and educational potential of design thinking in the professional training of future geography teachers. The main goal is to enhance the academic performance of students by providing a learning process that stimulates the development of their design thinking skills.
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Salim, Mr, Ms Arvyaty, and Era Maryanti. "Approach to Learning Mathematics with Metacognitive Guidance." In Proceedings of the 1st International Conference on Advanced Multidisciplinary Research (ICAMR 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/icamr-18.2019.78.

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Erasanti, Pipin D., and Dadang Juandi. "The Development of Mathematics Learning Material Based on Metacognitive Guidance Approach." In International Conference on Mathematics and Science Education. Atlantis Press, 2017. http://dx.doi.org/10.2991/icmsed-16.2017.40.

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"HELP DESIGN FOR THE METACOGNITIVE GUIDANCE OF THE LEARNER - A Proposition of Computer-Based System." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001971302090215.

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Normawati, Yeni Irma, Mumpuniarti Mumpuniarti, and Ishartiwi Ishartiwi. "The Need of Functional Academic Learning Resources for Teacher in Developing Metacognition of Student with Intellectual Disability." In 2nd  International Seminar on Guidance and Counseling 2019 (ISGC 2019). Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200814.001.

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Calalb, Mihail. "ASSUMPTION OF COGNITIVE GOALS IN SCIENCE LEARNING." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.32.

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A new didactical approach named "Learning by Being" (LBB) is proposed and its correlation with current educational paradigms in science teaching is analysed. The key idea in LBB is the assumption by the students of cognitive goals, and three components are mandatory in LBB: a) student’s personal learning effort, b) student – teacher mutual feedback and c) metacognition. In other words, the ownership of cognitive goals and students’ deep intrinsic motivation. Several didactic approaches, used within LBB, are analysed: independent research that has an impact factor on cognitive achievement equal
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Hsuan Tsai, Yi, and Johan Chang. "Elementary Students' Reflection Tool, Content Suggestions, and Discussion." In 2024 AHFE International Conference on Human Factors in Design, Engineering, and Computing (AHFE 2024 Hawaii Edition). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005757.

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Children's inability to take ownership of their own learning might lead to a reduction in motivation and effectiveness. Metacognition and reflection can improve learners' thinking and learning efficacy; this is now the most popular strategy among college students, but there are no rules or suggestions for elementary school students. There has been past research on reflection, and through literature review, data collecting and analysis, a questionnaire for students was produced. This study will build on the previously specified reflection tool and investigate the material's usefulness for stude
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