Metacognitive Monitoring in Written Communication
Improving Reflective Practice
Bibliographic Data
| ID | 22046263 |
|---|---|
| Authors | István Zsigmond (0000-0003-4412-557X, Sapientia Hungarian University of Transylvania, corresponding author), Panayiota Metallidou (0000-0003-3747-1239, Aristotle University of Thessaloniki), Plousia Misailidi (0000-0002-2185-3622, University of Ioannina), Kalypso Iordanou (0000-0001-5930-9393, University of Central Lancashire Cyprus), Eleonora Papaleontiou-Louca (0000-0001-9300-6150, European University Cyprus) |
| Year | 2025 |
| Volume | 15 |
| Issue | 3 |
| Pages | 299 |
| Publication date | 2025-02-27 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15030299 |
| OpenAlex | W4407998712 |
| Language | EN |
| Citations received | 2 |
| References cited | 34 |
Educational programs aimed at developing metacognitive skills usually focus on students, neglecting the development of teachers by teaching metacognitively aware instructional methods. The effectiveness of such development programs is well-established, but there is a gap between research findings and their application in schools. A framework for a training program was developed in the context of an international partnership project aimed at enhancing the metacognitive abilities of both children and teachers. The final form of classroom activities was developed at the country level using action research methods with the involvement of teachers. After implementing a 3-week educational program involving 35 experimental and 19 control groups from Romanian public schools, a comparison of pre- and post-test scores indicated a significant increase in the number of children in the experimental group with improved efficiency in metacognitive monitoring in reading. Teachers’ metacognitive awareness significantly improved after the Teacher Training Program, as indicated by a comparison of the pre- and post-training results of the Metacognitive Awareness Inventory for Teachers (MAIT). No correlation was found between teachers’ development scores (as expressed by differences between pre- and post-intervention MAIT results) and the number of students from their classes whose progress in metacognitive monitoring significantly increased. The cyclical process of the action research methodology proved to be useful for increasing the efficiency of the intervention program. However, due to methodological limitations, the results are primarily interpretable within a local context. The results confirm expert recommendations aimed at integrating the targeted development of metacognitive teaching skills into both pre-service and in-service teacher training programs
Cognition · Cognitive psychology · Mathematics education · Metacognition · Computer Science · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education
Beyond intelligence
Measures of Children's Knowledge and Regulation of Cognition
Metacognition and learning
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
In-service mathematics teachers’ conception and perceptions of metacognition in their teaching experience
The impact of metacognitive scaffolding and monitoring on reading comprehension
Measuring Comprehension Monitoring with the Inconsistency Task in Adolescents
Learning about and learning from expert teachers
The effects of metacognitive training versus worked-out examples on students' mathematical reasoning
| Unique citing works | 2 |
|---|---|
| Citations per year | 2 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |