Relevant bibliographies by topics / Student’s metacognition

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student’s metacognition'

Author: Grafiati
Published: 23 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Student’s metacognition"

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Knox, Heather. "Using Writing Strategies in Math to Increase Metacognitive Skills for the Gifted Learner." Gifted Child Today 40, no. 1 (2017): 43–47. http://dx.doi.org/10.1177/1076217516675904.

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Metacognition is vital for a student’s academic success. Gifted learners are no exception. By enhancing metacognition, gifted learners can identify multiple strategies to use in a situation, evaluate those strategies, and determine the most effective given the scenario. Increased metacognitive ability can prove useful for gifted learners in the mathematics classroom by improving their problem-solving skills and conceptual understanding of mathematical content. Implemented effectively, writing is one way to increase a student’s metacognitive ability. Journal writing in the mathematics classroom
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Nida Ayaz, Dr. Muhammad Naeem Butt, and Summiya Ahmad. "Interlinking Metacognition with University Students’ Academic Achievements in Khyber Pakhtunkhwa, Pakistan." sjesr 3, no. 4 (2020): 239–46. http://dx.doi.org/10.36902/sjesr-vol3-iss4-2020(239-246).

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This study aims at investigating the association between metacognitive awareness and student’s academic achievements. The study undertakes the objectives and hypotheses on Low, Average and High achievers in addition to assess the effects of metacognition awareness level on student’s academic achievement. Through multistage stratified random sampling, data was collected from 160 undergraduate students, studying in Department of Mathematics & Department of English in Abdul Wali Khan University, Khyber Pukhtunkwa. Data was collected through Metacognitive Awareness Inventory (MAI) by Schraw an
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Pangestuti, Dini Aji, Rini Rita T. Marpaung, and Neni Hasnunidah. "Pengaruh Discovery Learning terhadap Kesadaran Metakognisi dan Hasil Belajar Peserta Didik." Assimilation: Indonesian Journal of Biology Education 2, no. 2 (2019): 52. http://dx.doi.org/10.17509/aijbe.v2i2.19267.

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This study was conducted to find out the effect of discovery learning on student’s metacognitive awareness and cognitive learning achievement. The population of this research was all of the 11th grade MS (Mathematics and Science Program) students of Sumberejo 1 Senior High School. The research sample were students of 11th MS-1 and MS-3 class taken by cluster random sampling technique. This study was quasi-experimental with Pretest Post-test Non-Equivalent Control Group Design. In this study, student’s metacognitive awareness was measured by using MAI (Metacognitive Awareness Inventory) and SEM
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Darmawan, Ericka, Yuli Brasilita, Siti Zubaidah, and Murni Saptasari. "Enhancing metacognitive skills of students with different gender using simas eric learning model at state senior high school 6 Malang." Biosfer 11, no. 1 (2018): 48–57. http://dx.doi.org/10.21009/biosferjpb.11-1.5.

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The aim of the research is to know the influence of Simas eric (Skimming, Mind mapping, Questioning, Exploring, Writing, Communicating) cooperative learning model on difference gender on the XIth grade student’s metacognition skills of Biology in State Senior High School 6 Malang. This research was quasi-experimental with non-equivalent pretest posttest control group design. The sample used was XI MIA 1 and XI MIA 2 class of the State Senior High School 6 Malang. The data had been collected by observation of students’s metacognition skills. The data analysed by Anacova techniques showed that S
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Engen, Thor Ola. "How metacognition and (reading) strategies develop according to Vygotsky." Problemy Wczesnej Edukacji 42, no. 3 (2018): 28–36. http://dx.doi.org/10.26881/pwe.2018.42.04.

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The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mains
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Antonio, Ronilo, and Maricar Prudente. "Effectiveness of Metacognitive Instruction on Students’ Science Learning Achievement: A Meta-Analysis." International Journal on Studies in Education 4, no. 1 (2021): 43–54. http://dx.doi.org/10.46328/ijonse.50.

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This study examined the effectiveness of metacognitive instruction on science learning achievement using a meta-analytic procedure. Statistical analyses were performed using the software Comprehensive Meta-Analysis (CMA) Version 3 developed by Biostat, Inc. Based on the findings, the overall effect size (ES=0.808) revealed that the use and integration of metacognition in science instruction has a significantly large and positive effect on student learning achievement. Moderator analysis showed that there was a significant difference in the effect sizes of the individual studies when grouped ac
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Feyzioğlu, Eylem Yıldız, Ercan Akpinar, and Nilgün Tatar. "EFFECTS OF TECHNOLOGY-ENHANCED METACOGNITIVE LEARNING PLATFORM ON STUDENTS’ MONITORING ACCURACY AND UNDERSTANDING OF ELECTRICITY." Journal of Baltic Science Education 17, no. 1 (2018): 43–64. http://dx.doi.org/10.33225/jbse/18.17.43.

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The aim of this research was to explore the effect of a Technology-enhanced Metacognitive Learning Platform (TeMLP) on student’s monitoring accuracy and understanding of electricity. An interactive TeMLP was prepared on the electricity unit covering the topics of static and current electricity for 7th graders; the platform contained computer animations, science experiments, e-diaries, and metacognitive prompts. In this research, pre-test/post-test control group semi-experimental model was used. The Metacognition Scale and Essay Questions on Static and Current Electricity were used as data coll
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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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Плющ В. М., Бохан Ю. В. та Форостовська Т. О. "СТРАТЕГІЇ МЕТАКОГНІТІВНОГО РОЗВИТКУ МАЙБУТНІХ УЧИТЕЛІВ ПРИРОДНИЧИХ ДИСЦИПЛІН". World Science 3, № 8(36) (2018): 24–28. http://dx.doi.org/10.31435/rsglobal_ws/30082018/6074.

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 The article discusses studies of the student’s metacognition. The scientific approaches which are characterized reflect the problem of the research. The article attempts to define the place of the students in the pedagogical process and to identify the role of metakognitsy as a factor of success in vocational training.Metacognitive knowledge, covering knowledge of a subject, knowledge about the subject and about its cognition, about oneself and once own development in this process, is the most effective with relation to cognitive and personal development of a student.The p
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Rokhima, Nur, and Harina Fitriyani. "STUDENT’S METACOGNITION: DO INTRAPERSONAL INTELLIGENT MAKE ANY DIFFERENCE?" Mosharafa: Jurnal Pendidikan Matematika 7, no. 2 (2018): 167–78. http://dx.doi.org/10.31980/mosharafa.v7i2.36.

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AbstrakMetakognisi adalah kesadaran seseorang tentang proses berpikirnya untuk merencanakan, mengamati, dan mengevaluasi. Selain itu, kecerdasan siswa memiliki peran penting untuk menyelesaikan masalah. Tujuan dari penelitian ini adalah untuk mengetahui proses metakognitif siswa dalam rangka menyelesaikan masalah matematika yang ditinjau dari kecerdasan intrapersonal mereka. Penelitian ini menggunakan pendekatan deskriptif kualitatif. Subyek ini terdiri dari tiga jenis siswa yang memiliki kecerdasan intrapersonal tinggi, rata-rata, dan rendah. Instrumen yang digunakan adalah kuesioner, tes pem
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Dissertations / Theses on the topic "Student’s metacognition"

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Sulieman, Nidal, and Abeer Wannus. "Effects of Teachers’ Knowledge of formative assessment on teachers’ practices & students’ metacognition : A literature review." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-43030.

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This literature review examines two major areas: firstly, the impact of teachers’ knowledge about formative assessment on teachers' practices in the classroom; secondly, the role of formative assessment in raising students’ metacognition and how formative activities lead to raising students’ self-awareness and self-regulation. This paper also aims to shed light on the interdependence relation between formative assessment and teaching in general. Ten different primary studies relevant to formative assessment and its effects on teaching/learning have been chosen to investigate the formative asse
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Todorov, Ivo. "An inquiry about students’ naïve knowledge of metacognitive strategies and the delayed JOL effect." Thesis, Stockholms universitet, Psykologiska institutionen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-59023.

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Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, fro
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Hill, Don. "Mathematics teacers' strategies for supporting students' metacognitive development: Has theory been realized in practice?" Thesis, Högskolan i Halmstad, Sektionen för lärarutbildning (LUT), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19132.

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The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, fru
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Hannah, C. Lynne (Cornelia Lynne). "Metacognition in learning-disabled gifted students." Thesis, McGill University, 1990. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=74634.

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In recent years, research with students identified as academically gifted has focused on what processes enable these students to perform at high levels of ability. The present study was carried out in the context of exploring the role of metacognition in giftedness. A specific focus of the study was whether learning-disabled gifted students performed more similarly to their gifted or nongifted peers (i.e., learning-disabled or average-achieving) on measures of metacognition. An interview was used to assess metacognitive knowledge in reading, and the error-detection paradigm was paired with the
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RYSZ, TERI. "METACOGNITION IN LEARNING ELEMENTARY PROBABILITY AND STATISTICS." University of Cincinnati / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1099248340.

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Peters, Erin E. "The effect of nature of science metacognitive prompts on science students' content and nature of science knowledge, metacognition, and self regulatory efficacy." Fairfax, Va. : George Mason University, 2007. http://hdl.handle.net/1920/2831.

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Thesis (Ph.D.)--George Mason University, 2007.<br>Title from PDF t.p. (viewed Oct. 29, 2007). Thesis director: Anastasia Kitsantas. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Education. Vita: p. 183. Includes bibliographical references (p. 171-182). Also available in print.
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Alnasib, Badiah Nasser M. "Practices from lecturers' and undergraduate students' perspectives in the Faculty of Education at a university in Saudi Arabia." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33091.

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Many studies evidence the importance of metacognition in successful learning. Metacognitive skills improve the academic outcomes of learners. Additionally, metacognitive skills build lifelong learning skills, which are transferable to employment and other contexts. As such, developing metacognition in students is of great value to universities as society as a whole. This study explores the perceptions of lecturers and student teachers in a College of Education at a University in the Kingdom of Saudi Arabia (KSA) regarding the presence and promotion of metacognitive skills at the University in
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Houston, Caroline Elizabeth Houston. "The effects of metacognitive strategies on math problem solving ability in gifted second grade students." Miami University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=miami1498767641243318.

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Sendurur, Emine. "Effects Of A Web-based Internet Search Scaffolding Tool On Metacognitive Skills Improvement Of Students With Different Goal Orientations." Phd thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12614286/index.pdf.

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In this study, the aim was to investigate the effects of the web-based internet search scaffolding tool (WISST) on the improvement of metacognitive skills of 7th grade students associated with their goal orientation. This study utilized a static-group pretest-posttest design. The first experiment group received web-based metacognitive scaffolding tool treatment<br>the second experiment group received teacher-based metacognitive scaffolding<br>and the control group had no scaffolding. The designed tool aimed to scaffold users throughout web searching by emphasizing certain metacognitive skills
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Accetturo, Christine M. "A scale for the measurement of metacognitive reading awareness in developmental college students." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019470.

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Scale titled the Metacognitive Reading Measure (MRM) based on Index of Reading Awareness (IRA) by Jacobs and Paris (1987) with adaptations made by the researcher was developed and evaluated for this study to measure metacognitive reading awareness in developmental college students. Procedure for scale development outlined by DeVellis (1991) was followed. The readability, reliability, and validity of the instrument were investigated.MRM scores from 287 undergraduate, developmental college student subjects enrolled in college reading or study skills courses at a medium sized Midwestern universit
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Books on the topic "Student’s metacognition"

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White, Barbara V. Inquiry, modeling, and metacognition: Making science accessible to all students. Lawrence Erlbaum, 1998.

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D, Payne Beverly, ed. Self-talk for teachers and students: Metacognitive strategies for personal and classroom use. Allyn and Bacon, 1996.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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McConnell, Kathleen. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Kathleen, McConnell. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Judith, Moening, and Ryser Gail R, eds. Practical ideas that really work for students with reading disabilities: Improving vocabulary, comprehension, and metacognition. 2nd ed. Pro-Ed, 2009.

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Multisensory structured metacognitive instruction: An approach to teaching a foreign language to at-risk students. P. Lang, 1999.

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Book chapters on the topic "Student’s metacognition"

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Avargil, Shirly, Rea Lavi, and Yehudit Judy Dori. "Students’ Metacognition and Metacognitive Strategies in Science Education." In Cognition, Metacognition, and Culture in STEM Education. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66659-4_3.

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Hartman, Hope J. "Developing Students’ Metacognitive Knowledge and Skills." In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_3.

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Zohar, Anat. "Explicit Teaching of Metastrategic Knowledge: Definitions, Students’ Learning, and Teachers’ Professional Development." In Metacognition in Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_9.

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Hartman, Hope J. "Engaging Adolescent Students’ Metacognition Through WebQuests: A Case Study of Embedded Metacognition." In Intelligent Systems Reference Library. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11062-2_6.

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Grotzer, Tina, and Sarah Mittlefehldt. "The Role of Metacognition in Students’ Understanding and Transfer of Explanatory Structures in Science." In Metacognition in Science Education. Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-94-007-2132-6_5.

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Vanderswalmen, Ruth, Joke Vrijders, and Annemie Desoete. "Metacognition and Spelling Performance in College Students." In Trends and Prospects in Metacognition Research. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_17.

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Csíkos, Csaba, and János Steklács. "Metacognition-Based Reading Intervention Programs Among Fourth-Grade Hungarian Students." In Trends and Prospects in Metacognition Research. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-6546-2_16.

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Mandinach, Ellen, and Jim Greer. "Models of Students’ Metacognition, Motivation, and Learning Strategies." In Adaptive Learning Environments. Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-77512-3_14.

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Sternberg, Robert J. "Metacognition, Abilities, and Developing Expertise: What Makes an Expert Student?" In Metacognition in Learning and Instruction. Springer Netherlands, 2001. http://dx.doi.org/10.1007/978-94-017-2243-8_12.

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Rao, Anusha S., Terri A. Tarr, and Pratibha Varma-Nelson. "Promoting Metacognitive Practices in Faculty and Students." In ACS Symposium Series. American Chemical Society, 2017. http://dx.doi.org/10.1021/bk-2017-1269.ch006.

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Conference papers on the topic "Student’s metacognition"

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Stanciu, Adelin. "Development of scientific and practical skills in biology lab works." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p96-99.

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The teaching methods used in biology are meant to develop the spirit of observation and investigation, specific skills and work techniques, arousing motivation and interest in the study of this beautiful discipline. Beyond scientific knowledge, teaching biology also involves the development of practical skills, the metacognitive ability of students, the much-desired competence of „learning how to learn”. The student's metacognitions are largely determined by the teacher's metacognitions and the teaching strategy must be carefully constructed, modern and adapted to students' requirements, wheth
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Parlan, Dr, Suhadi Ibnu, Sri Rahayu, and Dr Suharti. "The Improvement of Metacognition of Chemistry Education Students using Metacognitive Learning Strategy." In 1st Annual International Conference on Mathematics, Science, and Education (ICoMSE 2017). Atlantis Press, 2018. http://dx.doi.org/10.2991/icomse-17.2018.46.

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Rusyati, Lilit, Nuryani Y. Rustaman, Ari Widodo, and Minsu Ha. "Assessing metacognitive beliefs among science education students based on the metacognition Questionnaire-30 (MCQ-30)." In THE 2ND SCIENCE AND MATHEMATICS INTERNATIONAL CONFERENCE (SMIC 2020): Transforming Research and Education of Science and Mathematics in the Digital Age. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0041768.

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Priedite, Anda. "Enhancing Students’ Metacognition in the Classroom." In ATEE Spring Conference in Riga. LU Akadēmiskais apgāds, 2019. http://dx.doi.org/10.22364/atee.2019.itre.16.

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Bosch, Nigel, Yingbin Zhang, Luc Paquette, Ryan Baker, Jaclyn Ocumpaugh, and Gautam Biswas. "Students’ Verbalized Metacognition During Computerized Learning." In CHI '21: CHI Conference on Human Factors in Computing Systems. ACM, 2021. http://dx.doi.org/10.1145/3411764.3445809.

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Neil Westley, D. "Accuracy of Student Calibration on Specific Topics: Very Good Students vs. Others." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3287.

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This study examines the relationship between students overall result in a midterm grade in Excel and their ability to predict how well they will perform on specific topics in three Excel tests. The metacognitive skill of predicting performance on specific topics permits appropriate focus in preparing for tests. The hypothesis is that very good students will have significantly more success calibrating specific topics than average and poor students. The results validate the hypothesis.
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Villar-Mayuntupa, Gustavo. "Reading Comprehension and Metacognition among Freshmen Students." In 2021 IEEE World Conference on Engineering Education (EDUNINE). IEEE, 2021. http://dx.doi.org/10.1109/edunine51952.2021.9429112.

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Aldea Nordby, Erika, and Maria Pascual Cabrerizo. "A METACOGNITIVE APPROACH TO COMPREHENSION ACTIVITIES: CAN HIGHER EDUCATION STUDENTS IMPROVE THEIR LISTENING AND READING SKILLS THROUGH METACOGNITION AND SELF-REGULATION?" In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0996.

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Botelho Paz, Giovanni Scataglia, and Solange Wagner Locatelli. "METACOGNITIVE INCIDENTS MANIFESTED BY STUDENTS OF YOUTH AND ADULT EDUCATION IN AN INVESTIGATIVE ACTIVITY." In 3rd International Baltic Symposium on Science and Technology Education (BalticSTE2019). Scientia Socialis Ltd., 2019. http://dx.doi.org/10.33225/balticste/2019.158.

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Practices that take into account youth and adult education (YAE) are still rare in the literature. The present work applied an investigative activity with YAE students from the last year of middle education, in the discipline of sciences, about the methods of construction of science and tests of variables. From the categorization of metacognitive incidents used, it was verified that the stimulus to the argumentation that the investigative activity potentiated was fundamental for the students to conclude the activity successfully. Keywords: adult education, investigative activities, youth educa
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Tanael, Judy S., and Maria Asuncion L. Magsino. "Students’ Metacognition and Personal Epistemology: View on Family." In Proceedings of the 2nd International Conference on Intervention and Applied Psychology (ICIAP 2018). Atlantis Press, 2019. http://dx.doi.org/10.2991/iciap-18.2019.29.

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Reports on the topic "Student’s metacognition"

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Clancey, William J. The Knowledge Engineer as Student: Metacognitive Bases for Asking Good Questions. Defense Technical Information Center, 1987. http://dx.doi.org/10.21236/ada186995.

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