Metacognition and Learning 

About: Metacognition and Learning is an academic journal published by Springer Science+Business Media. The journal publishes majorly in the area(s): Metacognition & Cognition. It has an ISSN identifier of 1556-1623. Over the lifetime, 353 publications have been published receiving 18148 citations.

Metacognition and learning: conceptual and methodological considerations

Abstract: This is the first issue of Metacognition and Learning, a new international journal dedicated to the study of metacognition and all its aspects within a broad context of learning processes. Flavell coined the term metacognition in the seventies of the last century (Flavell, 1979) and, since then, a huge amount of research has emanated from his initial efforts. Do we need metacognition as a concept in learning theory? Already in 1978, Brown posed the question whether metacognition was an epiphenomenon. Apparently, she was convinced otherwise as she has been working fruitfully for many years in the area of metacognition. Moreover, a review study by Wang, Haertel, and Walberg (1990) revealed metacognition to be a most powerful predictor of learning. Metacognition matters, but there are many unresolved issues that need further investigation. This introduction will present ten such issues, which are by no means exhaustive. They merely indicate what themes might be relevant to the journal.

Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level

Abstract: Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training outcomes, regarding academic performance, strategy use and motivation of students. Two meta-analyses were conducted separately, one for primary and one for secondary school level to allow for comparisons between both school levels. The meta-analyses included 49 studies conducted with primary school students and 35 studies conducted with secondary school students; analyzing 357 effect sizes altogether. The potential effects of training characteristics were investigated by means of meta-analytic multiple regression analyses. The average effect size was 0.69. For both school levels, effect sizes were higher when the training was conducted by researchers instead of regular teachers. Moreover, interventions attained higher effects when conducted in the scope of mathematics than in reading/writing or other subjects. Self-regulated learning can be fostered effectively at both primary and secondary school level. However, the theoretical background on which the training programme is based, as well as the type of instructed strategy led to differential effects at both school levels.

The development of two observational tools for assessing metacognition and self-regulated learning in young children

Abstract: This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described, including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational tools developed within this study also has clear and significant implications for models and theories of metacognition and self-regulation. The paper concludes with a discussion of these implications.

Investigating grit and its relations with college students’ self-regulated learning and academic achievement

Abstract: We investigated grit and its relations with students’ self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn Journal of Personality Assessment, 91(2), 166–174, 2009), seven indicators of SRL and their past and present academic achievement. Results indicated that one aspect of grit, perseverance of effort, was a consistent and adaptive predictor for all indicators of SRL including value, self-efficacy, cognitive, metacognitive, motivational, time and study environment management strategies, and procrastination. A second aspect of grit, consistency of interest, was associated only with the latter two facets of SRL. Perseverance of effort predicted achievement before, but not after, accounting for SRL; hence, students’ engagement in SRL may serve as a mediating pathway through which this aspect of grit is associated with improved academic outcomes. In contrast, consistency of interest showed no relation to achievement. Implications of the findings for additional research and instruction are discussed.

A conceptual analysis of five measures of metacognitive monitoring

Abstract: This paper describes five indices of metacognitive monitoring referred to as absolute accuracy, relative accuracy, bias, scatter, and discrimination. I provide definitions, formulae, and a discussion of the underlying construct that each of the five types of scores measures. I discuss the type of information provided by each measure and compare situations in which each measure is most appropriate. Recommendations are made for best measurement practice, as well as directions for future research. Recommendations focus on providing an operational definition of the construct being measured, selecting the most appropriate outcome measure, and using multiple measures whenever possible to triangulate findings.