Category Archives: SoTL Research of Metacognition

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).

Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments

This sometimes humorous article by Justin Kruger and David Dunning describes a series of four experiments that “that incompetent individuals have more difficulty recognizing their true level of ability than do more competent individuals and that a lack of metacognitive skills may underlie this deficiency.”  It also includes a nice review of the literature and several examples to support their study…. Read more »

Measuring Metacognitive Judgments

      No Comments on Measuring Metacognitive Judgments

In Gregg Schraw’s (2009) chapter, Measuring Metacognitive Judgments, he artfully provides a taxonomy of calibration measures that attempt to assesses metacognitive judgment of learning. For more information, follow the hyperlink below. Schraw, G. (2009). Measuring Metacognitive Judgments. In D. J. Hacker, J. Dunlosky, &  A. C. Graesser (Eds.). Handbook of metacognition in education, 415. Friday, November 21, 2014

Effects of Strategy Training and Incentives on Students’ Performance, Confidence, and Calibration

“This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of… Read more »

Four cornerstones of calibration research: Why understanding students’ judgments can improve their achievement

“The target articles make significant advances in our understanding of students’ judgments of their cognitive processes and products. In general, the advances are relative to a subset of common themes, which we call the four cornerstones of research on metacognitive judgments. We discuss how the target articles build on these cornerstones (judgment bases, judgment accuracy, judgment reliability, and control) and… Read more »

“Clickers” and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices

In this quasi-experimental study by Brady, Seli, and Rosenthal (2013), the authors demonstrated that through the use of “clickers” they could increase metacognition and exam performance. For more information please see the reference below. Brady, M., Seli, H., & Rosenthal, J. (2013). “Clickers” and metacognition: A quasi-experimental comparative study about metacognitive self-regulation and use of electronic feedback devices. Computers &… Read more »

How do students really study (and does it matter)?

In this article by Regan Gurung (2005), he investigated specific study techniques and how they correlated with academic performance (exam scores). Not surprisingly, Gurung found that effective study techniques (i.e., elaboration) were positively correlated with performance, while ineffective study techniques (i.e., listening to music) were negatively correlated withe academic performance. For the full article, see reference and hyperlink below. Gurung,… Read more »

The Effects of Metacognition and Concrete Encoding Strategies on Depth of Understanding in Educational Psychology

Suzanne Schellenberg, Meiko Negishi, and Paul Eggen (2011) from the University of North Florida describe a useful method to increase the metacognition of their students. They found that when educational psychology students were taught specific encoding strategies they academically outperformed a control group in learning course material. Schellenberg, S., Negishi, M., & Eggen, P. (2011). The Effects of Metacognition and Concrete… Read more »

Changing Epistemological Beliefs in Pre-service Teacher Education Students

Joanne Brownlee, Nola Purdie, and Gillian Boulton-Lewis (2010) describe an interesting method to increase student’s epistemological beliefs using reflective journal assignments. Brownlee and colleagues found that when students engaged in these reflective practices, they had significantly improved their epistemological beliefs over that of students who did not complete these activities. Brownlee, J., Purdie, N., & Boulton-Lewis, G. (2001). Changing epistemological… Read more »

Promoting general metacognitive awareness

This informative article by Gregory Schraw begins with a distinction between knowledge of cognition and regulation of cognition (lots of great references included), continues with a a discussion of generalization and a summary of some additional research that examines the relationship between metacognition and expertise (cognitive abilities), and finishes with several strategies that instructors can use to develop both metacognitive awareness… Read more »

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 »

Self-regulation and metacognitive judgments among psychology students

Randy Isaacson and Frank Fujita (2006) consider the effects of metacognitive judgments on anticipated performance, self-efficacy, and learning satisfaction in introductory psychology students. Of note, the study allowed students to choose test questions based on their self-assessment of the comprehension of the material. Isaacson, R. M., & Fujita, F. (2006). Metacognitive Knowledge Monitoring and Self-Regulated Learning: Academic Success and Reflections… Read more »

The Value of Integrative Learning

      No Comments on The Value of Integrative Learning Mary Huber and Pat Hutchings (2004) consider the value of integrative learning (e.g., to becoming a more motivated learner, a more nimble employee, a more responsible citizen, an educated person) and the role metacognition can play in making learning more integrative. They write, “Reflection. Metacognition. Learning how to learn. Whatever the language or lineage, the idea of making students… Read more »

Integrating Metacognition Instruction in Interactive Learning Environments This thesis by Claudia Amado Gama provides a thorough overview of several models of metacognition, several metacognition assessment instruments, the design of instructional metacognitive activities, and how metacognition can be incorporated into interactive learning environments.  It then focuses on the reflection assistant model, and describes an experimental study of the implementation of Metacognitive Instruction using a Reflective Approach in… Read more »