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Tesis sobre el tema "Student’s metacognition"

Autor: Grafiati

Publicado: 23 de junio de 2021

Última modificación: 29 de julio de 2025

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1

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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2

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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3

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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4

Effeney, Gerard. "A case study investigating changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning." Thesis, Australian Catholic University, 1994. https://acuresearchbank.acu.edu.au/download/6d64d83151bea85db890d23c64cf0cb43a9ac7d318709726568675bd8e466abb/6376502/Effeney_1994_A_case_study_investigating_changes_in.pdf.

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The purpose of this study was to investigate, through the use of case study approach, changes in students' approaches to learning when exposed to teaching strategies aimed at promoting metacognitive learning. The case study approach used in this research to address the research question was characterised by three stages: - Identification of the initial learning characteristics of the students. - Identification of any changes in these learning characteristics following the exposure to teaching strategies aimed at promoting metacognitive learning. - Monitoring the students’ perceptions of

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5

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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6

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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7

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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8

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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9

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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10

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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11

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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12

Panganayi, Mupenyu Felix. "Developing metacognitive skills in secondary school students." Thesis, Open University, 2018. http://oro.open.ac.uk/58321/.

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The research in this thesis focussed on whether metacognitive instructional methods can support the development of metacognitive skills (MS) awareness, and student achievement in secondary school students during problem solving in stoichiometry. The research involved four studies. The first was a quasi-experiment using the metacognitive skills framework (MSF) to support students. The intervention was conducted by a chemistry teacher, for one hour/week over three weeks, with pre- and post-test assessments. There was a control group (N=19) and an experimental group (N=22). There was no significa

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13

Tso, Wai-chuen. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35384347.

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Tam, Mei Hing Sandy. "Metacognitive awareness and reading strategies of students in a vocational college." HKBU Institutional Repository, 2001. http://repository.hkbu.edu.hk/etd_ra/372.

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15

Leader, Wendy Shaub. "Metacognition Among Students Identified as Gifted or Nongifted Using the DISCOVER Assessment." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/193777.

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Metacognition is an umbrella term that encompasses many related constructs about the knowledge and regulation of one's own thinking processes. Metacognitive knowledge about memory and attention has been found to correlate with intelligence levels and has been viewed as one component of giftedness. In this paper, definitions of both metacognition and giftedness are explained and situated in context so that the relationship between the two may be explored further. I also describe traditional and nontraditional methods of identifying children as gifted. While previous studies of metacognitive dif

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16

Kosine, Natalie R. "Self-advocacy, metacognition, and transition in college freshmen with learning disabilities." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1216741321&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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17

Wagaba, Francis. "The use of metacognitive interventions to enhance secondary students’ metacognitive capabilities and their achievements in science." Thesis, Curtin University, 2013. http://hdl.handle.net/20.500.11937/959.

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This action research study was designed to conduct and evaluate the effectiveness of a repertoire of interventions in three cycles to enhance secondary students’ metacognitive capabilities and achievement in science. Generally, the research findings from quantitative data suggested no significant gains whereas the qualitative data suggested gains in metacognitive strategies only for high and average achieving students. Students’ achievements in science tests were greater for content knowledge than explanations.

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18

SCARBOROUGH, THOMAS COLIN. "LOCUS OF CONTROL AND METACOGNITION IN HIGH SCHOOL STUDENTS: A CORRELATIONAL STUDY." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183786.

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The primary purpose of this study was to determine the degree to which two psychological variables, locus of control and metacognition, are correlated in high school students. In addition, the study considered the effects of such secondary variables as grade level, ethnic status and sex on locus of control and metacognition during the high school years. Data were gathered from 102 subjects enrolled in four high school English classes. The subjects completed a package containing two instruments. The Rotter Internal-External scale was used to assess locus of control. Low score values on this ins

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19

Farmer, Angela M. "The effects of metacognitive journaling on the test scores of secondary Algebra One students." Online full text .pdf document, available to Fuller patrons only, 2003. http://www.tren.com.

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20

Yimer, Asmamaw Ellerton Nerida F. "Metacognitive and cognitive functioning of college students during mathematical problem solving." Normal, Ill. : Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3128290.

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Thesis (Ph. D.)--Illinois State University, 2004.<br>Title from title page screen, viewed Dec. 9, 2004. Dissertation Committee: Nerida F. Ellerton (chair), Sherry L. Meier, Norma C. Presmeg, Beverly S. Rich. Includes bibliographical references (leaves 179-191) and abstract. Also available in print.

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21

Tso, Wai-chuen, and 蔡偉全. "Enhancing students' mathematical problem solving abilities through metacognitive questions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35384347.

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22

Bowler, Leanne. "The metacognitive knowledge of adolescent students during the information search process." Thesis, McGill University, 2008. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=94187.

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Metacognitive knowledge is a critical piece of the information literacy puzzle. In a world of exploding information and communications possibilities, the difficulty for users of information systems and services may not lie in finding information but in filtering and integrating it into a cohesive whole. To do this, they must be able to make sense of it, an act that assumes knowledge about one’s own information needs, goals and abilities. This type of self-knowledge - called metacognitive knowledge - has three basic components: knowledge of one’s self, knowledge of the nature of a cognitive tas

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23

Mok, Sui-kei, and 莫瑞祺. "Metacognitive strategy training: an examination of geometrical problem solving in Form Four students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956671.

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24

Davis, Ann. "So I'm done because I'm confused now measuring metacognition in elementary algebra community college students /." Diss., Restricted to subscribing institutions, 2009. http://proquest.umi.com/pqdweb?did=2026651711&sid=4&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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25

Mccord, Rachel. "Thinking About Thinking in Study Groups: Studying Engineering Students' Use of Metacognition in Naturalistic Setting." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/49774.

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Metacognition has been identified as a critical skill set for learning in problem solving, conceptual understanding, and studying, all of which are key in any undergraduate engineering curriculum. Though significant research has identified metacognition as critical in learning, most of this research has been conducted in experimental settings and has focused on individual engagement. While experimental settings provide evidence that metacognition is important to learning, these controlled studies do not tell us if students actually engage in metacognition in their own contexts. The purpose of

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26

Sweeney, Carly Mara. "The Metacognitive Functioning of Middle School Students with and without Learning Disabilities During Mathematical Problem Solving." Scholarly Repository, 2010. http://scholarlyrepository.miami.edu/oa_dissertations/433.

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The purpose of this study was to investigate the metacognitive functioning of students with learning disabilities (LD), low-achieving (LA) students, and average-achieving (AA) students within the context of math problem solving. Metacognition, that is, the awareness individuals have regarding their own mental processes and ability to self-regulate performance, is an important predictor of learning. Deficits in metacognition have been attributed to an inability to effectively balance the cognitive and metacognitive strategies necessary for successful problem solving. Students with LD have con

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27

Otis, Kevin H. "Metacognition : a valuable aid to understanding for medical students in problem-based learning." Thesis, University of Glasgow, 2001. http://theses.gla.ac.uk/2596/.

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This study involved the first year medical students at the University of Glasgow and was designed to instil the students with metacognition. The students were briefly introduced to the concepts of context specificity, rote memorisation, and the variation in leaning styles. They were then given instruction in concept mapping stressing the metacognitive comfort of chunking and linking information. Emphasis was placed on thoughtful reflection and the integration of various disciplines. The students were told that the quality and effectiveness of their concept maps could not be assessed by anyone

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28

Abbott, Amar Isa. "How California Community College Students with Learning Disabilities Acquire Metacognition| A Phenomenological Approach." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10838971.

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<p> This phenomenological study examined the experiences of students with learning disabilities (LD) in acquiring the metacognitive skills necessary for success in California community college. Within 8 years of high school graduation, over 67% of young adults with LD will enroll in post-secondary education, many choosing a community college. The rate of community college completion for adults with LD, however, is nearly 10% lower than the general population (National Center for Learning Disabilities, 2014). Metacognitive skills have been shown to contribute to the success of LD students in co

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29

Egenti, Henrietta N. "Relationships of Approaches to Studying, Metacognition, and Intellectual Development of General Chemistry Students." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115074/.

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This study investigated approaches to studying, intellectual developments, and metacognitive skills of general chemistry students enrolled for the spring 2011 semester at a single campus of a multi-campus community college. the three instruments used were the Approaches and Study Skills Inventory for Students (ASSIST), the Learning Environment Preferences (LEP), and the Executive Process Questionnaire (EPQ). the subjects were 138 students enrolled in either general chemistry 1 or 2. the results revealed that the preferred approach to study was the strategic approach. the intellectual devel

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30

Yuruk, Nejla. "An analysis of the nature of students' metaconceptual processes and the effectiveness of metaconceptual teaching practices on students' conceptual understanding of force and motion." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1118949384.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xxii, 409 p.; also includes graphics Includes bibliographical references (p. 351-364). Available online via OhioLINK's ETD Center

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31

Bireda, Martha Russell. "Adult students' perceptions of educational barriers demographic and metacognitive factors /." Gainesville, FL, 1987. http://www.archive.org/details/adultstudentsper00bire.

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32

Lemmens, Juan-Claude. "Metakognisie, intrinsieke prestasiemotivering en kritiese denke as korrelate van akademiese sukses onder eerstejaar-sielkunde studente." Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-05222007-142504.

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Wan, Kit-ying, and 溫潔瑩. "Metacognitive awareness and reading strategy use of ESL students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/192948.

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This study explored the metacognitive awareness of reading strategies used among F.3 English as a Second Language (ESL) students enrolled in a band 1 secondary school in Hong Kong. Usage as well as strategic knowledge of reading strategies of high and low English proficiency students were compared quantitatively and qualitatively. In the quantitative portion of the study, 37 students responded to the Metacognitive Awareness of Reading Strategies Inventory (MARSI), which is designed to assess matacognitive awareness and perceived usage of reading strategies of adolescent and adult ESL readers w

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34

Levin, Niva 1958. "THE EFFECT OF BACKGROUND KNOWLEDGE ON COMPREHENSION MONITORING OF LEARNING-DISABLED STUDENTS." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276472.

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The purpose of this study was to examine the effect of background knowledge on comprehension monitoring of learning disabled students when reading expository texts with inconsistencies and when topic interest was controlled. Eight fifth- and sixth-grade learning disabled students were asked to rate their levels of knowledge and interest for 30 topics and then answered a background knowledge survey to determine three high background knowledge and three low background knowledge topics, both of medium interest. An expository passage was adopted for each of the six topics, controlling for readabil

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Sayre, Eleanor C. "Advanced Students' Resource Selection in Nearly-Novel Situations." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/SayreEC2005.pdf.

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36

Johnson, Iris DeLoach, and Nirmala Naresh. "Using A Computer Pen to Investigate Students' Use of Metacognition during Mathematical Problem-Solving." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82469.

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37

Castillo, Melanie M. "Metacognitive Beliefs, Emotion Regulation Strategies, and Predisposition to Auditory Hallucinations in College Students." Xavier University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1510306577388116.

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38

Jones, Brian Lindley. "Developmental Math Students' Calibrated Judgments of Learning." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/5995.

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Calibrated Judgments of Learning (CJOL) represent the degree to which students' judgments of learning (JOL) relate to their actual learning. Although a substantial amount of research has been conducted on calibration and JOL in various domains of psychology, only a growing number of studies have begun to address the use of CJOL in applied educational settings. This study investigated the use of CJOL in university developmental math courses. Study participants included 185 men and 100 women with ages ranging from 18 to 61 years (M = 23.48, SD = 5.95). Study results indicate that these develop

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39

Kelly, Danielle. "The individual and social complexities of metacognition in education-based learning." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/27627.

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Metacognition, the knowledge and regulation of our cognitions, is an essential part of our learning. Metacognition has been linked to academic performance at all levels of education. Metacognitive skills, however, are likely to differ depending on that level. The current thesis aims to address four key questions. Firstly, how do metacognitive skills differ between undergraduate and postgraduate education? The metacognitive experiences and skills of 20 doctoral students were examined through semi-structured interviews. Thematic analysis indicated that, whilst doctoral students score above avera

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40

Kwong, Oi-man. "The effect of metacognitive training on the problem solving behaviour of primary 6 students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35517797.

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Welsh, Ashley Jayne. "Investigating undergraduate students' metacognitive transformations in an introductory organic chemistry course." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52394.

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Recently, there has been a considerable number of curricular and pedagogical reform efforts in undergraduate science education to shift from traditional methods of lecturing and assessment to more active, learning-centered environments. While these shifts have introduced significant improvements in students’ conceptions of and engagement with science, the importance of how students learn science is often overshadowed. More specifically, there exists a need to address and enhance students’ metacognitive knowledge and regulation to assist them in effectively monitoring, evaluating, and planning

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Hemmye, Carol Lynn. "Metacognitive and learning strategies used by adult novice web-based students." [Pensacola, Fla.] : University of West Florida, 2004. http://purl.fcla.edu/fcla/etd/WFE0000034.

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Puntambekar, Sadhana. "Investigating the effect of a computer tool on students' metacognitive processes." Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262651.

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Biggs, Margaret M. "The effect of journal writing on the reading comprehension and the metacognitive awareness of college students." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720406.

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The purpose of this study was to compare the effects of dialogue journal writing, journal writing without dialogue, and regular classroom instruction on the reading comprehension of college students enrolled in a developmental reading class. Also, the effect of the journal writing on the college students' metacognitive awareness of reading strategies was investigated.The subjects were 77 freshman college students enrolled in six credit/no credit developmental reading classes at a mid-size midwestern university. Two of the classes wrote dialogue journals in which the teacher responded in writin

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Jeffers, Bernadette T. "A comparative study of metacognitive strategies in eighth grade reading improvement students." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332821/.

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The purposes of this study are to determine the level of growth by reading improvement students when metacognitive skills are taught and to determine which instructional approach is the most effective in maximizing reading comprehension.

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Lou, Jeng-Jia. "EFL University Students' Reading of Academic English Texts: Three Case Studies of Metacognition in Taiwan." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1266866998.

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47

Yan, Peixuan. "Effects of Metacognition on English Reading Outcomes for d/Deaf and Hard of Hearing Students." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1525442066659672.

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48

Thepseenu, Benjaporn. "The role of metacognition in EFL reading comprehension : a study with Thai English major students." Thesis, University of Essex, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.636471.

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In order to gain insight into the role of metacognition in second language reading, this thesis investigates two major components of metacognition of Thai English major students. These are: (1) students' knowledge about themselves and others as EFL readers, knowledge about reading tasks, and reading strategies; and (2) their use of this knowledge to regulate a reading task. These aspects were examined in relation to their comprehension ability. The study was carried out with 20 Thai students, majoring in English at a Thai university, who were designated as 'more proficient' and 'less proficien

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Alshehri, Mohammed A. Alshehri. "Saudi Middle School Teachers Pedagogical Beliefs about Using Metacognitive Reading Strategies for Improving Students Reading Comprehension." University of Toledo / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1525817717836209.

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Ferguson, Jean Clarke. "Effects of metacognitive strategy instruction on sixth grade students' content reading comprehension." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32760.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to determine the effect of metacognitive strategy reading instruction on sixth grade students' content reading comprehension. Forty-one students in two sixth grade social studies

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