Monthly Archives: May 2014

Predictors of college retention/success.

In a recent investigation completed with Randy Isaacson and Tara Beziat, it was found that high school GPA and SAT scores did not predict retention as well as GPA in the first semester. It was also found that first semester GPA was a good predictor of retention and student progression. Now, this is not surprising. What is important, is that… Read more »

The effects of distraction on metacognition and metacognition on distraction

Beaman CP, Hanczakowski M and Jones DM (2014) The effects of distraction on metacognition and metacognition on distraction: evidence from recognition memory. Front. Psychol. 5:439. doi: 10.3389/fpsyg.2014.00439 (open source full text) According to the authors (p. 11), “The results documented in our study with free-report tests also reveal that effects of distraction do not end with impairing memory processes. Auditory distraction has… Read more »

Metacognition distinguishes Good from Great Learners

In the thought-provoking blog post, Why Good Students Do “Bad” in College: Impactful Insights by Leonard Geddes, he discusses why a large percent of good students in college do not live up to their potential. In this post, he makes the statement that “metacognition is where good students and great learners differ most. In fact, research shows that students who are not metacognitively… Read more »

Are Current Metacognition Measures Missing the Target?

Chris Was shares a thought-provoking post, Are Current MetacognitionMeasures Missing the Target? in which he shares some of his research efforts to measure metacognition.  Importantly, his research indicates that “without attempting to understand the other factors (e.g., motivation) that impact students’ perceptions of their knowledge and future performance, we are not likely to be successful in our attempts… to examine or improve metacognition in our students.”

What do we mean when we say “Improve with metacognition”? (Part Two)

In Part 2 of this two-part post, John Draeger and Lauren Scharff further explore responses to WHY it might be useful for both instructors and students to learn about and incorporate metacognition. Faculty and student responses qualitatively fell into two categories of responses: metacognition was reported to be beneficial because it “improves student learning” and “improves teaching.”

What do we mean when we say “Improve with metacognition”? (Part One)

In Part 1 of this two-part post, Lauren Scharff and John Draeger discuss some common responses that students and faculty gave when asked what they believe is meant by the term metacognition. This synthesis of the responses provides a useful “definition” that might help guide those of us who are planning to practice metacognition or help develop it in our students.