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The relationships among executive functions, metacognitive skills and educational achievement in 5 and 7 year-old children

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METACOGNITION AND LEARNING 2015年第2期10卷 181-198页

作者： Bryce, Donna Whitebread, David Szucs, Denes Univ Cambridge Fac Educ Cambridge CB2 8PQ England Ctr Neurosci Educ Dept Psychol Cambridge CB2 3EB England Univ Tubingen Dept Psychol D-72072 Tubingen Germany

The relationship between executive functions (inhibitory control and working memory) and metacognitive skills was investigated by applying correlational and regression analyses to data collected from two groups of children. To date, research in this area has lacked a theoretical model for considering these relationships;here we propose and test such a model. Our model hypothesises that if metacognitive skills are either monitoring or control processes, depending on the direction of information flow between the meta- and object-level, then each executive function should relate to one of these processes. Further, the contribution that executive functions and metacognitive skills make to educational achievement was examined. Results indicated that executive functions were more related to metacognitive skills in 5-year-olds than in 7-year-olds, and metacognitive skills were the most important predictors of educational achievement across both age groups. These data support an interpretation that the two skills are not identical to one another, and that executive functions could be 'necessary but not sufficient' antecedents to metacognitive skills, i.e. younger children's immature executive functions may limit their metacognitive skill use.

关键词： Executive functions metacognitive skills Development Inhibitory control Working memory Mathematical reasoning Word reading

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Reading, linguistic, and metacognitive skills: are they reciprocally related past the first school years?

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READING AND WRITING 2023年第9期36卷 2251-2273页

作者： Rodrigues, Bruna Ribeiro, Iolanda Cadime, Irene Univ Minho Psychol Res Ctr Sch Psychol Braga Portugal Univ Minho Sch Psychol Braga Portugal

Empirical research has systematically demonstrated the predictive role of reading, linguistic and metacognitive skills on reading comprehension performance. The study of the directionality of these relations and their relative contribution in the more advanced grades of primary school is an important aim for reading research, with practical implications for educational contexts. These issues are of particular relevance in semitransparent orthographies such as European Portuguese, as there is empirical evidence that these relations change over time. The goal of this study was to examine the longitudinal relations between oral reading fluency, listening comprehension, vocabulary, reading strategy use and reading comprehension in Portuguese students across grades 4 to 6. For this purpose, reciprocal-causation models with cross-lagged paths were tested using Mplus. The sample included 110 students who completed at least two assessment time points. The results indicated that there is a reciprocal relation between listening comprehension and reading comprehension, as well as between vocabulary and reading comprehension, in every grade. Oral reading fluency was a significant predictor of reading comprehension across grades 4-6, but the opposite relation was not verified. Reading strategy use in grade 5 was predicted by reading comprehension in grade 4. The results are discussed considering previous studies and their potential impact on psychoeducational practice and research. Limitations of the study and guidelines for future research are pointed out.

关键词： Reading Linguistic skills metacognitive skills Cross-lagged analysis

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The Impact of Graphic Organizer Use on the metacognitive skills of Ten Senior High School Students in an English IV British Literature Class at Seaside High School

The Impact of Graphic Organizer Use on the Metacognitive Ski...

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作者： White, Josie P. University of South Carolina

学位级别：Ed.D.

The purpose of this study was to examine the impact of graphic organizer use on the metacognitive skills of 10 senior high school students in English IV British Literature at Seaside High School. This study took place over the course of five weeks in Spring 2017 and involved one section of the teacher-researcher’s English IV British Literature class at Seaside High School. Through student surveys, a pre-study interview with each student-participant, a learning styles inventory, students’ use of graphic organizers, the teacher-researcher’s observations and field notes, two writing assignments, and a post-study interview with each student-participant, extensive data was collected on students’ use of metacognitive tools. As a result of the study, the teacher-researcher found that using metacognitive tools, specifically graphic organizers, in an English classroom is effective as these tools help students to map out their thinking, consider their own metacognition, and have greater confidence in their reading comprehension and writing abilities.

关键词： metacognition self-regulation self-questioning metacognitive skills graphic organizers reading comprehension writing phenomenology scaffolding schema think-aloud

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Evaluating the Effect of Uncertainty Visualisation in Open Learner Models on Students' metacognitive skills

Evaluating the Effect of Uncertainty Visualisation in Open L...

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18th International Conference on Artificial Intelligence in Education (AIED)

作者： Al-Shanfari, Lamiya Epp, Carrie Demmans Baber, Chris Univ Birmingham Sch Engn Birmingham W Midlands England Univ Pittsburgh Learning Res & Dev Ctr Pittsburgh PA 15260 USA

ISBN: (纸本)9783319614250;9783319614243

Self-assessment is widely used in open learner models (OLMs) as a metacognitive process to enhance students' self-regulated learning. Yet little research has investigated the impact of the visualisation when the OLM shows the conflict (i.e., uncertainty) between the system's beliefs about student knowledge and students' confidence in the correctness of their answers. We deployed such an OLM and studied its use. The impact of the uncertainty visualisation on student learning, confidence gains and actions was determined by comparing these measures across two treatment conditions and a control condition. Those who accessed the OLM performed significantly better on the post-test, and those in the treatment group who could see both sets of beliefs separately showed greater confidence gains and used the system more.

关键词： Open learner models Uncertainty Self-confidence Visualisation metacognitive skills Learning dashboards

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Vickers Test Simulation to Improve metacognitive skills

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Procedia - Social and Behavioral Sciences 2015年 204卷 45-53页

作者： Ahmed Hadi Shubber Amirmudin Bin Udin Asnul Bin Minghat Universiti Tecknologi Malaysia Skudai 81310. Johor Bahru (MALAYSIA) Foundation of Technical Education Iraq

Improving the metacognitive skills via celebrated Vickers Test Simulation (VTS) is an outstanding issue in science and engineering education. The quest for achieving accurate model in designing educational curricula and methods for solving engineering problems metacognitively is ever-growing. Enhancing the problem solving efficiency through planning, analyses, design and implementation mediated by metacognition is a challenging task. We designed, developed and evaluated engineering simulation using VTS to identify the effectiveness of metacognitive skills on mechanical engineering students (metallurgy) of Iraq as test sample. The influences of VTS on metacognitive acquisition skills through self-planning, self-monitoring, self-modification and self-evaluation are determined. The performance of the proposed model is simulated via Microsoft studio 2010 and the data are analyzed by SPSS. The validity and reliability of the test questions are determined from the values of Answer time, Coefficients of Reliability, Discrimination, Difficulty and Correlation. The calculated value of T is found to be 7.822 for self-planning, 7.864 for self-monitoring with significance ∼0.01. Results reveal that VTS has considerable impact on metacognitive skills *** systematic methodmay constitute a basis for students and learners in solving analytical and technical problems in a competent manner to enhance their metacognitive skills.

关键词： VTS,simulation metacognitive skills acquisition metallurgy.

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The effect of self-organized learning environments (SOLEs) pedagogy on the different aspects of learners' metacognitive skills in the Physical Sciences classroom

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HELIYON 2023年第10期9卷 e20896页

作者： Tsamago, Hodi Bayaga, Anass Nelson Mandela Univ Gwangju South Africa

The development of metacognitive skills should be holistic, which implies that it should focus on different (metacognitive skills) aspects. However, the literature indicates that metacognitive skills are often investigated in general terms with little focus on their aspects. In response to the established findings this far, the current study aimed to examine the effect of Self-organized learning environments (SOLEs) pedagogy on the different aspects of learners' metacognitive skills in Physical Sciences classrooms. The study employed the quasi-experimental design in which four (two urban and two rural) groups (155 participants) were involved. Data were gleaned using a metacognition-self assessment scale (MSAS) questionnaire and analysed using descriptive (means and effect size) and inferential (t-test) statistics. The results indicate that SOLEs pedagogy improved all aspects of metacognitive skills, but empathy towards others improved more than other aspects such as Respect shown to me, Respect shown to others, and Respect shown towards problem-solving. The current study concludes that SOLEs pedagogy can holistically develop metacognitive skills as it improves all aspects of metacognitive skills. In addition, SOLEs pedagogy makes learners empathetic toward each other during the learning process, which results in a conducive learning environment.

关键词： metacognitive skills Empathy Respect Problem-solving Conceptual Understanding

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Examining the relation of open thinking, critical thinking, metacognitive skills and usage frequency of open educational resources among high school students

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THINKING skills AND CREATIVITY 2024年 52卷

作者： Yassin, Eiman Int Christian Univ Dept Educ & Psychol 3-10-2 Osawa Mitaka Tokyo 1818585 Japan

The acquisition of cognitive, metacognitive, and noncognitive skills is essential for high school students, fostering academic success and personal and lifelonggrowth. Utilization of Open Educational Resources (OER) emerges as critical factor that can significantly influence these skills. Previous studies have examined the effect of OER use in enhancing students' cognitive abilities (e.g., critical thinking), metacognitive skills (e.g., self-regulated learning), or noncognitive skills (e.g., open thinking) in a separate manner but failed to explain the dynamic relationship between OER, cognitive, metacognitive and noncognitive skills. This study investigated the relationship between the three skills and how using OER as a supplement material besides textbooks can predict those skills among high school students. To address those issues, 612 Egyptian high school students completed a survey on their frequency of using OER and their skills (critical thinking as cognitive skills, metacognitive skills, and open thinking as noncognitive skills). Findings from Structural Equation modeling analysis indicated that the utilization of OER had a positive relationship with cognitive and metacognitive skills. No direct relationship was found between OER and noncognitive skills;however, the relationship between OER and noncognitive skills was fully mediated by cognitive and metacognitive skills. This explained that when students engaged with OER, they experienced a positive enhancement in their critical thinking ability and metacognition,which directly contributes to their open thinking. This study supports the role of OER in high schools to understand the relationship between OER and their skills. Educators need to design curricula that allow students to use OER to develop their critical thinking and metacognition, leading them to be open thinkers. Future experimental studies are needed to measure the actual use of OER on students' skills.

关键词： Open Educational resources Critical thinking Open thinking metacognitive skills

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Exploring students' mathematical performance, metacognitive experiences and skills in relation to fundamental theorem of calculus

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INTERNATIONAL JOURNAL OF MATHEMATICAL EDUCATION IN SCIENCE AND TECHNOLOGY 2017年第7期48卷 1043-1071页

作者： Radmehr, Farzad Drake, Michael Victoria Univ Wellington Sch Educ Wellington New Zealand

Several studies have explored students' understanding of the relationships between definite integrals and areas under curve(s). So far, however, there has been less attention to students' understanding of the Fundamental Theorem of Calculus (FTC). In addition, students' metacognitive experiences and skills whilst solving FTC questions have not previously been explored. This paper explored students' mathematical performance, metacognitive experiences and metacognitive skills in relation to FTC questions by interviewing nine university and eight Year 13 students. The findings show that several students had difficulty solving questions related to the FTC and that students' metacognitive experiences and skills could be further developed.

关键词： Fundamental theorem of calculus integral calculus metacognitive experiences metacognitive skills

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RETRACTED: Do educators need metacognitive skills in today's educational environment? (Retracted article. See vol. 46, 2022)

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THINKING skills AND CREATIVITY 2021年 41卷

作者： Popandopulo, Anar Fominykh, Nataliia Kudysheva, Ainash Toraighyrov Univ Dept Psychol & Pedag Toraighyrov St 3066 Pavlodar 140000 Kazakhstan Plekhanov Russian Univ Econ Foreign Languages Dept 1 Stremyanny Lane 36 Moscow 115054 Russia Toraighyrov Univ Dept Psychol & Pedag Estay St 134-161 Pavlodar 140000 Kazakhstan

The goal of the research was to determine the need of a special training for development of metacognitive skills for teachers to develop their qualifications. The study offers such a program for testing. The novelty of the research lies in the integral study of the relationship between the introduction of the entire group of metacognitive skills with the improvement of pedagogical skills. The study was conducted on the basis of NJSC "Toraighyrov University" (Pavlodar, Kazakhstan). A representative sample included of 160 first year students (81 women and 79 men) in control and experimental groups equal. In the experimental group, the assessment of metacognitive skills according to the Assessing metacognitive Awareness test is significantly higher than in the control one (r=0.281-0.369;for "Procedural knowledge" r=0.718 for control group;r=0.318-0.784 for experimental group). In the experimental group, there was a moderate and close to strong Pearson's correlation between exam scores and scores of metacognitive skills according to the Assessing metacognitive Awareness test (from 0.318 to 0.784). The practical use of the results of this study will allow using special programs for improving the metacognitive skills of teachers, focusing on the most difficult to learn from them.

关键词： Metacognition metacognitive components metacognitive functions metacognitive involvement metacognitive skills metacognitive strategies

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Evaluating the predictive power of metacognitive reading strategies across diverse educational contexts

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LARGE-SCALE ASSESSMENTS IN EDUCATION 2025年第1期13卷 1-33页

作者： Ghimire, Nirmal Mokhtari, Kouider Univ North Carolina Wilmington Watson Coll Educ TESL Program EB345 601 S Coll Rd Wilmington NC 28409 USA Univ Texas Tyler Tyler TX 75799 USA

Backgroundmetacognitive reading strategies, such as monitoring and regulating one's reading processes, are critical for enhancing reading comprehension and achievement. However, their effectiveness can vary across different educational contexts and student populations, necessitating flexible instructional approaches. This study examines the predictive utility of metacognitive reading strategies on metacognitive reading skills and reading achievement scores using data from the PISA 2018 assessment. Specifically, it compares the effectiveness of these strategies across four distinct educational contexts: the United States, OECD countries, non-OECD countries that participated in the assessment (Partner Countries), and the census data (Full Sample).MethodsA multi-stage analytical approach was used, combining Random Forest models for feature importance analysis with survey-weighted linear regression to assess the relationships of reading strategies on metacognitive skills and reading achievement. The analysis utilized data from the PISA 2018 Student Questionnaire, which included responses from 612,004 students across 79 countries. The study focused on three key metacognitive reading skills: Understanding and Remembering, Summarizing, and Assessing Credibility, as well as reading achievement scores based on ten plausible *** Random Forest analysis identified several metacognitive reading strategies as consistent predictors of metacognitive reading skills, with some variations in relative importance by educational setting. Notable metacognitive reading strategies included underlining important parts of the text, carefully checking the representation of important facts in summaries, and verifying information on websites. These strategies showed a positive correlation with higher metacognitive skills and overall reaching achievement. The direction of the relationships between metacognitive reading strategies, metacognitive skills, and reading achievement scores

关键词： metacognitive reading strategies metacognitive skills Reading achievement PISA 2018 Random Forest Survey-weight linear regression

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