检索结果-内蒙古大学图书馆

Exploring students' prior knowledge of and metacognitive skills for game-based learning in relation to cognitive strategy and learning effectiveness

引用

EDUCATION AND INFORMATION TECHNOLOGIES 2025年 1-38页

作者： Lin, Ying-Lien Wang, Wei-Tsong Lai, Zhi-Lun Natl Cheng Kung Univ Dept Ind & Informat Management Tainan 701 Taiwan

Although some studies have examined the effects of self-regulated learning (SRL) strategies on learning effectiveness, inconsistent results have been reported. Additionally, studies that adopt the perspective of SRL to evaluate the effect of metacognitive skills on students' actual learning effectiveness in digital game-based learning (DGBL) contexts are scarce. Based on SRL theory, this study develops a research model to examine the impacts of learners' prior knowledge and metacognition on their use of cognitive strategy and learning effectiveness in DGBL environments. Additionally, this study developed a DGBL system and adopted a quasi-experimental research approach with a pretest and posttest design. Data of the experiment were collected by using a questionnaire and were then used to verify the proposed research model. Survey data from 227 research participants who were taking a course on system analysis and design were analyzed to validate the developed research model. The results reveal that prior knowledge and metacognitive skills significantly affect both cognitive strategy and learning effectiveness. Prior knowledge positively moderates the relationship between learners' metacognitive skills and cognitive strategy. Students with weak prior knowledge of DGBL are more likely to adopt a cognitive strategy that has a positive effect on learning effectiveness.

关键词： Game-based learning Prior knowledge metacognitive skills Cognitive strategy Learning effectiveness

来源：评论

学校读者我要写书评

暂无评论

The relationship between metacognitive skills and mathematics achievement of Chinese eighth-grade students

引用

CURRENT PSYCHOLOGY 2025年第5期44卷 3845-3856页

作者： Fu, Yu Qi, Chunxia Nanjing Univ Informat Sci & Technol Sch Teacher Educ Nanjing Peoples R China Beijing Normal Univ Fac Educ 19 Xinjiekouwai St Beijing 100875 Peoples R China

Research consistently indicates that metacognition is associated with academic achievement across various content areas, particularly in mathematics. However, limited research has explored how students across different proficiency levels utilize metacognitive skills and their impact on mathematical performance. This study investigated the performance levels in a standardized math test and the application of metacognitive skills (planning, management, monitoring, evaluation, and reflection) through a questionnaire among 46,346 eighth-grade students from 128 secondary schools in China. Employing the Angoff method, participants were classified into four distinct levels of math achievement (A, B, C, D levels). Students with a C level or higher demonstrated compliance with the stipulated requirements of the standard. The results showed there were significant differences in metacognitive skills among these levels. Findings also revealed a positive correlation between metacognitive skills and mathematics achievement (r = .299, p < .01), with planning demonstrating the strongest association with math performance and reflection showing the weakest. Moreover, students with higher math proficiency exhibited increased application of metacognitive skills, highlighting the relationship between self-regulation in problem-solving and academic success. These findings emphasize the relationship between metacognitive skills and mathematical performance, proposing targeted educational interventions informed by the application of metacognitive skills across different proficiency levels.

关键词： Eighth-Grade students Mathematics Achievement metacognitive skills Planning Reflection

来源：评论

学校读者我要写书评

暂无评论

Relationship between metacognitive skills and career exploration outcome expectations: mediating role of parental and peer attachment styles

引用

BMC PSYCHOLOGY 2025年第1期13卷 1-14页

作者： Sari, Serkan Volkan Camadan, Fatih Ozmen, Sefa Recep Tayyip Erdogan Univ Dept Psychol Counseling & Guidance Fac Educ TR-53100 Cayeli Rize Turkiye Bursa Uludag Univ Fac Educ Dept Psychol Counseling & Guidance TR-16450 Bursa Turkiye Cay Primary Sch Minist Educ TR-53500 Rize Turkiye

BackgroundEarly career development-the first stage of an individual's journey to get to know themselves and their profession-is very important in the career choice process. The correct identification of the variables that influence this process is valuable for the healthy continuation of the developmental process. This study examined whether maternal, paternal, and peer attachment styles play a mediating role in explaining career exploration outcome expectations of metacognitive *** hypotheses created for this purpose were examined within the framework of the correlational/relational design of quantitative research models. The target population comprised students studying in secondary schools in Turkey in 2023, and the sample comprised 318 individuals-168 boys and 150 girls-selected using convenience sampling method. SPSS 25.0 Process Macro 4.1 version "Model 6," developed by Hayes, was used for multiple mediation *** skills positively and significantly predicted career exploration outcome expectations and maternal and paternal attachment styles, but not peer attachment style. Maternal, paternal, and peer attachment styles did not significantly explain career exploration outcome expectations. Finally, maternal, paternal, and peer attachment styles did not significantly mediate the relationship between metacognitive skills and career exploration outcome *** results show that individuals' metacognitive skills play an important role in the process of career exploration and goal setting. Moreover, individuals' metacognitive skills have a stronger association with family ties than with peer relationships. However, individuals' ties to their mothers, fathers, and peers are not a determining factor in the formation of individuals' expectations about their careers. Additionally, the relationship between metacognitive skills and career exploration outcome expectations occurs directly, independent of maternal, p

关键词： Career exploration outcome expectations metacognitive skills Attachment style

来源：评论

学校读者我要写书评

暂无评论

metacognitive skills and intellectual ability of young adolescents: a longitudinal study from a developmental perspective

引用

EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2014年第1期29卷 117-137页

作者： van der Stel, Manita Veenman, Marcel V. J. Leiden Univ Dept Dev & Educ Psychol NL-2333 AK Leiden Netherlands

In the last decades, students increasingly have been placed in the role of active learners with responsibilities for their own learning. Students have to be able to plan their learning activities and execute them in a systematic and orderly way and to monitor and to evaluate their learning and to reflect on it. All aforementioned skills are components of metacognitive skillfulness. The first objective was to gain insight in the development of both quantity and quality of metacognitive skills in young adolescents (aged 12-15 years). The second objective was to establish whether development of metacognitive skills is intelligence related or relatively intelligence independent. Finally, the generality vs. domain specificity of developing metacognitive skills was investigated. In a 3-year longitudinal study, participants performed two different tasks (text studying and problem solving) in two different domains (history and math), while thinking aloud. Results show that between the age of 12 and 15 years, metacognitive skills do not develop linearly or at the same pace. Furthermore, metacognitive skills contribute to learning performance, partly independent of intellectual ability. Finally, the results show that metacognitive skills appear to be predominantly general by nature over the years. Although a smaller domain-specific component was found as well in the first 2 years, this component disintegrated in the third year. The age around 15 years appears to be a relevant point in time during the developmental trajectory of metacognitive skills: Growth is (temporarily) put on hold, while the nature of these skills becomes fully general.

关键词： Metacognition metacognitive skills Intellectual ability Development Adolescents

来源：评论

学校读者我要写书评

暂无评论

metacognitive skills and self-regulated learning and teaching among primary school teachers: The mediating effect of enthusiasm

引用

METACOGNITION AND LEARNING 2022年第3期17卷 897-919页

作者： Huang, Xianhan Lin, Chin-Hsi Sun, Mingyao Xu, Peng Univ Hong Kong Fac Educ Pokfulam Room 628Meng Wah Complex Hong Kong Peoples R China Northeast Normal Univ Coll Literature Changchun Peoples R China

This study investigated the important roles of metacognitive skills and enthusiasm (both teaching and subject enthusiasm) in teachers' self-regulation in learning (informal teacher learning) and teaching (adaptive instruction) throughout their teaching careers. Using multi-group structural equation modelling and a mediation analysis of a sample of 5,056 primary teachers in China, this study found that metacognitive skills had significant effects on informal teacher learning and adaptive instruction. In addition, teaching enthusiasm had a stronger mediating effect than subject enthusiasm on the relationship between teachers' metacognitive skills and their self-regulated behaviour. Among the five informal teacher learning activities considered, learning through student interaction had the strongest influence on novice teachers' adaptive instruction, and learning through reflection was the most important for mid- and late-career teachers. The practical implications of the findings for improving teachers' self-regulation in learning and teaching at different stages of their careers are discussed.

关键词： metacognitive skills Enthusiasm Informal teacher learning Adaptive instruction Self-regulated behaviour

来源：评论

学校读者我要写书评

暂无评论

Implementing E-Learning-Based Virtual Laboratory Media to Students' metacognitive skills

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

引用

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2020年第5期15卷 63-74页

作者： Yusuf, Irfan Widyaningsih, Sri Wahyu Univ Papua Fac Teacher Training & Educ Manokwari Indonesia

The development of information and communication technology has penetrated various sectors, one of which is the education sector, especially in learning. The application of technology in the learning process is in the form of using virtual laboratory media to explain concepts that require a practicum, particularly in abstract materials. This study aims to determine students' meta-cognitive skills after applying the e-learning-based virtual laboratory media in physics experiment courses at the Department of Physics Education, Faculty of Teacher Training and Education, Universitas Papua. This qualitative research went through the stages of a lesson study. The data were collected from tests and questionnaires on students' metacognitive skills, observation sheets, interview guidelines, and video recordings during the open class. Further, the data were analyzed through Rasch modeling technique utilizing the Winstep application to analyze the students' metacognitive activity questionnaire after learning. The lesson study encompassed three stages of a series of activities, namely Plan, Do, and See. In the Plan stage, discussions were held with the lecturer team to develop learning tools in the form of chapter designs, lesson plans, and learning media. In the Do stage, the model lecturer performed the learning process based on the media that had been established. In the See stage, the reflection was done to examine the learning implementation carried out by the model lecturer in order to uncover weaknesses and strengths to be followed up on further learning. The results show that the quality of learning and students' metacognitive skills at each meeting are improved. It is proven by the good and very good category of the aforementioned results. To sum up, e-learning based virtual laboratory media are able to improve learning quality and develop students' metacognitive skills in the physics experiment courses.

关键词： E-learning lesson study metacognitive skills and virtual laboratory

来源：评论

学校读者我要写书评

暂无评论

Assessing students' metacognitive skills

引用

AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2007年第1期71卷 N1-N1页

作者： Garrett, Judy Alman, Martha Gardner, Stephanie Born, Charles Univ Arkansas Med Sci Off Educ Dev Little Rock AR 72205 USA Univ Arkansas Little Rock AR 72204 USA

Objective. To develop a diagnostic test for assessing cognitive skills related to metacognition in a physiology course. Methods. Cognitive skills believed to be related to metacognition (visualizing lecture information and interpreting diagrams) were identified in a first-professional year (P1) physiology course and test items were constructed for each. Analyses included overall reliability, item discrimination, and variance comparisons of 4 groups to assess the effect of prior physiology coursework and diagnostic test score level on the first examination in physiology. Results. Overall reliability was 0.83 (N = 78). Eighty percent of the test items discriminated positively. The average diagnostic test scores of students with or without a prior physiology course did not differ significantly. Students who scored above the class mean on the diagnostic test and who had taken a prior physiology course also had the highest average scores on the physiology examination. Conclusion. The diagnostic test provided a measure of a limited number of skills related to metacognition, and preliminary data suggest that such skills are especially important in retaining information.

关键词： metacognitive skills assessment learning physiology

来源：评论

学校读者我要写书评

暂无评论

Mind Mapping in Learning Models: A Tool to Improve Student metacognitive skills

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING

引用

INTERNATIONAL JOURNAL OF EMERGING TECHNOLOGIES IN LEARNING 2020年第6期15卷 4-17页

作者： Astriani, Dyah Susilo, Herawati Suwono, Hadi Lukiati, Betty Purnomo, Aris Rudi Univ Negeri Malang Semarang St 5 Malang 65145 Indonesia Univ Negeri Surabaya Ketintang St Surabaya 60231 Indonesia

This study aimed to measure the role of mind mapping in learning models to improve students' metacognitive skills. The study used a pre-experimental one group pre-test post-test design, involving 33 students of science teacher candidates, Science Education Study Program, Universitas Negeri Malang, Malang, Indonesia, for three meetings. The instruments used were a mind map assessment rubric and a metacognitive skills essay questions as many as 15 questions alongside with its assessment rubric. Students were given a pre-test before learning activities and the same post-test consists of essays related to metacognitive skills. Research data were analyzed descriptively and quantitatively using a t-test and correlation analysis. The results showed: (1) there was increasing scores over mind mapping skills in the average by each meeting, namely score of 13.91 (Enough), 15.39 (Enough), and 18.18 (Good);(2) the paired t-test results showed the value of t = 9.196, with a significance of 0.000 <0.05;and (3) the results of the influence analysis of 0.552 showed that mind mapping with metacognitive skills was correlated by moderate criteria. To conclude, the mind mapping applied in the syntax of learning models can improve the metacognitive skills of students as science teacher candidates.

关键词： Mind mapping learning model metacognitive skills

来源：评论

学校读者我要写书评

暂无评论

Significance of metacognitive skills in laparoscopic surgery assessed by essential task simulation

引用

MINIMALLY INVASIVE THERAPY & ALLIED TECHNOLOGIES 2014年第3-4期23卷 165-172页

作者： Uemura, Munenori Tomikawa, Morimasa Nagao, Yoshihiro Yamashita, Natsumi Kumashiro, Ryuichi Tsutsumi, Norifumi Ohuchida, Kenoki Ieiri, Satoshi Ohdaira, Takeshi Hashizume, Makoto Kyushu Univ Fac Med Sci Dept Adv Med Initiat Kyushu Japan Kyushu Univ Hosp Dept Adv Med Kyushu Japan Kyushu Univ Hosp Dept Innovat Technol Kyushu Japan Kyushu Univ Hosp Dept Med Informat Kyushu Japan

Background: Metacognition is the knowledge about one's own methods of perceiving, remembering, thinking, and acting. This study determined the significance of metacognitive skills in laparoscopic surgery with the aim of applying the findings in a laparoscopic surgery training program. Material and methods: Eighteen medical students with no experience in laparoscopic surgery (novice group) and eight expert surgeons who had each performed >100 laparoscopic surgeries (expert group) were enrolled. The examinees in each group performed an evaluation task using a virtual reality simulator and answered questions about the task. Results: The longest performance times, longest path lengths, and most frequent tissue damage occurred at 135 in the novice group and at 180 in the expert group. The greatest recognition of task difficulties, impatience, and irritation occurred at 135 in the novice group and at 1800 in the expert group. There were statistically significant correlation coefficients between the instrument path length and task difficulty (metacognition) at 135 degrees (R = 0.74, p = 0.03) and 180 degrees (R = 0.79, p = 0.02) in the expert group, but there were no significant correlations in the novice group. Conclusion: We elucidated the significance of metacognitive skills in laparoscopic surgery. A training program should include recognition feedback systems.

关键词： Clinical skills laparoscopic surgery training virtual reality simulator metacognitive skills

来源：评论

学校读者我要写书评

暂无评论

The Impact of Prompting in Technology-Enhanced Learning as Moderated by Students' Motivation and metacognitive skills

引用

4th European Conference on Technology Enhanced Learning

作者： Papadopoulos, Pantelis M. Demetriadis, Stavros N. Stamelos, Ioannis G. Aristotle Univ Thessaloniki Dept Informat Thessaloniki 54621 Greece

ISBN: (纸本)9783642046353

This work explores the role of students' motivation and metacognitive skills as moderating factors that influence the impact of ail instructional method in the ill-structured domain of Software Project Management (SPM). In order to teach aspects of the SPM domain, we developed a web environment for case-based learning and implemented additionally a questioning strategy to help students focus oil important parts of the case material. The paper presents the results from three studies revealing how students' motivation and metacognitive awareness influenced their engagement in the cognitively challenging Situations induced by the method. The implication for instructors and designers is that implementing a promising method, to help students efficiently process the complex material in an ill-structured domain, might not always lead to the desired learning outcomes. Students' motivation and metacognitive skills should also be addressed, in order to maximize the potential benefits of instruction.

关键词： Ill-structured domains Question prompts Case-based learning Technology-enhanced learning Motivation metacognitive skills

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：