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Jun 8, 2021 · Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control). Research in educational sciences...
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metacognitive knowledge (Flavell, 1979) and metacognitive regulation (Brown, 1978). Metacognitive knowledge refers to acquired knowledge in terms of person, task and strategy (Flavell, 1979) while Brown (1978) classifies it into subcomponents as declarative, conditional and procedural knowledge. Flavell (1979) proposes a unified theory of ...
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Jun 15, 2022 · Metacognition helps form autonomous students, increasing consciousness about their own cognitive processes and their self-regulation so that they can regulate their own learning and transfer it to any area of their lives.
- Silvia F. Rivas, Carlos Saiz, Carlos Ossa
- Front Psychol. 2022; 13: 913219.
- 10.3389/fpsyg.2022.913219
- 2022
Oct 1, 2021 · Metacognition outweighs intelligence as a predictor of learning performance in mathematics (Schneider & Artelt, 2010) and is positively related to self-regulated learning, independent learning, and self-management (Backer et al., 2015 ). Metacognition refers to “thinking about thinking” or “cognition about cognition.”.
- Eric C. K. Cheng, Joanna K. M. Chan
- 2021
Jan 6, 2021 · Abstract. Self-regulation, a social-cognitive process at the intersection of metacognition, motivation, and behavior, encompasses how people conceptualize, strive for, and accomplish their goals. Self-regulation is critical for behavioral change regardless of the context. Research indicates that self-regulation is learned.
- Leslie D. Frazier, Bennett L. Schwartz, Janet Metcalfe
- 10.1007/s11409-020-09255-3
- 2021
- Metacogn Learn. 2021; 16(2): 297-318.
Mar 14, 2022 · Chapter. Get access. Cite. Summary. Metacognition is thinking about the contents and processes of one’s own cognition. Research shows that metacognition plays important roles in most cognitive tasks, from everyday behaviors to problem-solving to expert performance.
Jun 19, 2020 · For the last few decades, research has identified the importance of metacognition, or the ability to monitor one’s own knowledge and to regulate behavior during learning (e.g., Brown, 1987; Nelson & Narens, 1990 ). There is a broad consensus that learners perform better when they monitor and regulate their cognitive processes.
