Category Archives: Resources

Tools for measuring metacognition (compiled by Jessica Santangelo)

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The Tool: A non-exhaustive list of tools available that directly or indirectly relate to metacognition. Acronym Full Name Focus Self -report? “Style” (Likert, open response, etc) # Questions Cost Original Description of Tool The tool Examples of studies that have used the tool (Discipline in which used) ALSI Approaches to Learning and Studying Inventory Focuses on a particular course; characterizes… Read more »

Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation

Backer, Keer and Valcke’s study “explores the potential of reciprocal peer tutoring to promote both university students’ metacognitive knowledge and their metacognitive regulation skills. The study was conducted in a naturalistic higher education setting, involving 67 students tutoring each other during a complete semester.” Backer, Liesje De. (May 2012) . Exploring the potential impact of reciprocal peer tutoring on higher… Read more »

5 Things Every Student Should Know Before Starting College

This article is about Geddes’ five tips to students who are entering college. Once you read the subtitles, I’m sure you will be intrigued to read this brief article. Five Tips Your Professors Hate Your Favorite High School Teachers! Understand the 80/20 Rule / 20/80 Rule Shift Read Material Before Class Know the Difference Between Memorizing and Learning Be Confident…. Read more »

Assessing Metacognition and Self-Regulated Learning

This article “provides an overview of the conceptual and methodological issues involved in developing and evaluating measures of metacognition and self-regulated learning.” Sections in this article discuss the components of metacognition and self-regulated learning as well as the assessment of metacognition. Pintrich, Paul R.; Wolters, Christopher A.; and Baxter, Gail P., “2. Assessing Metacognition and Self-Regulated Learning” (2000). Issues in… Read more »

A Metacognitive Learning Cycle: A Better Warranty for Student Understanding?

Blank’s study “proposes a revised learning cycle model, termed the Metacognitive Learning Cycle, which emphasizes formal opportunities for teachers and students to talk about their science ideas. Working collaboratively, the researcher and a seventh-grade science teacher developed a 3-month ecology unit based on the revised model.” Results showed that even though students that were in the metacognitive classroom didn’t gain… Read more »

Metacognitive Development as a Shift in Approach to Learning: An in-depth study

Case and Gunstone conducted a study on students who were enrolled in an engineering course and after conducting series of interviews, they were able to provide detailed information about students’ metacognitive development or “lack thereof.” Jennifer Case & Richard Gunstone (2002) Metacognitive Development as a Shift in Approach to Learning: An in-depth study, Studies in Higher Education, 27:4, 459-470, DOI:… Read more »

Metacognitive Awareness and Academic Achievement in College Students

“Schraw and Dennison (1994) developed the Metacognitive Awareness Inventory (MAI) to assess metacognitive knowledge and metacognitive regulation which they referred to as the knowledge of cognition factor and the regulation of cognition factor.” Young and Fry’s article discusses the correlations between the final course grades, GPS and MAI. (Metacognitive Awareness Inventory) Findings show that the scores on the MAI greatly… Read more »

Metacognition and Learning: Conceptual and Methodological Considerations

This is the first issue of the new international journal Metacognition and Learning. Journal provides “A kaleidoscopic view on research into metacognition.” It is a great introduction to metacognition and includes ten issues “Which are by no means exhaustive.” Metacognition and Learning, 2006, Volume 1, Number 1, Page 3. Marcel V. J. Veenman, Bernadette H. A. M. Hout-Wolters, Peter Afflerbach… Read more »

Metacognitive Development

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Kuhn answers two “fundamental” questions in her article. “Where does metacognition come from and what kinds of it are there?” She also discusses the relationship between cognition and metacognition. Kuhn, D. (2000) Metacognitive Development. Current Directions in Psychological Science, Vol. 9, No. 5 (Oct., 2000), pp. 178-181 Metacognitive Development Tuesday, September 22, 2015

The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing

“Metacognitive knowledge is a new category of knowledge in the revised Taxonomy.” According to Pintrich, strategic knowledge, self-knowledge and the knowledge of tasks and their contexts are the three important types of metacognitive knowledge. Paul R. Pintrich (2002) The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing, Theory Into Practice, 41:4, 219-225, DOI: 10.1207/s15430421tip4104_3 The Role of Metacognitive Knowledge… Read more »

Metacognition as Part of a Broader Perspective on Learning

This article includes six instructional strategies that promote self-regulation and ways that motivational cognitive and metacognitive skills can be enhanced using these strategies. Research in Science Education, 2006, Volume 36, Number 1-2, Page 111. Gregory Schraw, Kent J. Crippen, Kendall Hartley   Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning Tuesday, September 22, 2015

Student Motivation and Self-Regulated Learning in the College Classroom

This chapter talks about the problems in students’ motivation to learn and how self-regulated learning can provide some insights to issues such as, how come students care more about their grades than learning the disciplinary content of their courses?, why do students wait until the last minute to fulfill the obligations of their courses such as studying for an exam… Read more »

Metacognition and Self-Regulated Learning Constructs

This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.” Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois (2004) Metacognition and Self-Regulated… Read more »

Making sense of how I learn: Metacognitive capital and the first year university student

By Lodge and Larmar, This article focuses on how significant it is to encourage metacognitive processing as a means of increasing student retention, enhancing university engagement and lifelong learning. Larmar, S. & Lodge, J. (2014). Making sense of how I learn: Metacognitive capital and the first year university student. The International Journal of the First Year in Higher Education, 5(1)…. Read more »

Meta-Studying: Teaching Metacognitive Strategies to Enhance Student Success

“Elizabeth Yost Hammer, PhD, of Xavier University of Louisiana, discusses why psychology teachers are uniquely positioned not only to teach the content of psychology but also to teach students how to learn. Hammer presents some strategies to teach metacognitive skills in the classroom to enhance learning and improve study skills and encourages teachers to present students with information about Carol… Read more »

Dr. Derek Cabrera – How Thinking Works

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“Dr. Derek Cabrera is an internationally recognized expert in metacognition (thinking about thinking), epistemology (the study of knowledge), human and organizational learning, and education. He completed his PhD and post-doctoral studies at Cornell University and served as faculty at Cornell and researcher at the Santa Fe Institute. He leads the Cabrera Research Lab, is the author of five books, numerous journal articles, and a US patent. Derek discovered DSRP Theory and in this talk he explains its benefits and the imperative for making it part of every students’ life.”

The relationship between goals, metacognition, and academic success

In this article Savia Countinho investigates the relationship between mastery goals, performance goals, metacognition (using the Metacognitive Awareness Inventory), and academic success.

Metacognitive Development in Professional Educators

Stewart, Cooper and Moulding investigate adult metacognition development, specifically comparing pre-service teachers and practicing teachers. They used the Metacognitive Awareness Inventory and found that metacognition improves significantly with age and with years of teaching experience, but not with gender or level of teaching (Pre-K though post-secondary ed levels).

Teacher-led Self-analysis of Teaching

Clinical Supervision is a model of supervisor (or peer) review that stresses the benefits of a teacher-led self-analysis of teaching in the post-conference versus a conference dominated by the judgments of the supervisor.  Through self-reflection, teachers are challenged to use metacognitive processes to determine the effects of their teaching decisions and actions on student learning.  The Clinical Supervision model is… Read more »

Habits of Mind

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by Arthur L. Costa, Ed. D. (Professor Emeritus, California State University, Sacramento). This paper summarizes 16 attributes of what human beings do when they behave intelligently, referred to as Habits of Mind.  Metacognition is the 5th mentioned (see a nice summary of all 16 on the final page). Dr. Costa points out that these “Habits of Mind transcend all subject matters commonly taught in… Read more »