Modelling the Components of Metacognitive Awareness

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Sammanfattning

Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N= 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one’s own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.
Originalspråkengelska
TidskriftInternational Journal of Educational Psychology
Volym7
Utgåva2
Sidor (från-till)94-122
Antal sidor29
ISSN2014-3591
DOI
StatusPublicerad - jun 2018
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

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title = "Modelling the Components of Metacognitive Awareness",
abstract = "Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N= 578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one’s own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.",
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Modelling the Components of Metacognitive Awareness. / Kallio, Heli; Virta, Kalle; Kallio, Manne.

I: International Journal of Educational Psychology, Vol. 7, Nr. 2, 06.2018, s. 94-122.

Forskningsoutput: TidskriftsbidragArtikelVetenskapligPeer review

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