Metacognition, Learning, and Instruction
Bibliographic Data
| ID | 23633822 |
|---|---|
| Authors | Christine B McCormick, C Mccormick (University of Massachusetts Amherst), Carey Dimmitt (University of Massachusetts Amherst), Florence R Sullivan (0000-0001-8565-3630, University of Massachusetts Amherst) |
| Year | 2012 |
| Publication date | 2012-09-26 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | OTHER |
| Venue | Handbook of Psychology, Second Edition (JOURNAL) |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/9781118133880.hop207004 |
| OpenAlex | W1587917778 |
| ISBN | 9781118133880 |
| Language | EN |
| Citations received | 6 |
| References cited | 135 |
In this chapter, we provide a comprehensive review of research on metacognition, learning and instruction in primarily older, more experienced students (middle school, high school, and college students). We trace the evolution of the definition of metacognition, particularly examining the relationship between metacognition and the related theoretical constructs of self-regulation and executive function. We also examine the ways in which researchers originating from different research traditions and theoretical orientations measure metacognition, including questionnaires, calibration techniques, and verbal report methods. A discussion of the extent to which metacognition is a general or domain-specific skill is followed by reviews of research on metacognition in various academic domains, including reading, writing, and problem solving in mathematics and science. Instructional interventions designed to promote the development of metacognitive knowledge and skills in middle school, high school and college students are described. Finally, the characteristics of teacher-led and computer-based learning environments that have been found to foster metacognition are examined.
Cognition · Cognitive psychology · Mathematics education · Metacognition · Pedagogy · Reading (process) · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology
The Effects of Student Reflection on Academic Performance and Motivation
The development of teachers’ visions from preservice into their first years teaching
Strands of Science Teaching
Factors behind L2 English learners’ performance of oppositional speech acts
Investigating reading motivation in Latinx college students
Conciencia metacognitiva en docentes de Educación Superior. Análisis de diferencias de dominio
Metacognition in Educational Theory and Practice
A meta-analysis of writing instruction for adolescent students.
Assessing students' metacognitive awareness of reading strategies.
Reciprocal Teaching
Test-Enhanced Learning
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Measures of Children's Knowledge and Regulation of Cognition
The Conceptual Bases of Study Strategy Inventories
Assessing Metacognitive Awareness
Metacognition and learning
Accuracy of metacognitive monitoring affects learning of texts.
Promoting Self-Regulation in Science Education
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning
Inquiry, Modeling, and Metacognition
Metamemory
A social cognitive view of self-regulated academic learning.
Metacognitive strategies in student learning
Metacognitive Development
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Does Training on Self-Regulated Learning Facilitate Students' Learning With Hypermedia?
Patterns in Student Learning
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
When People's Judgments of Learning (JOLs) are Extremely Accurate at Predicting Subsequent Recall
Motivational and self-regulated learning components of classroom academic performance.
Reliability and Predictive Validity of the Motivated Strategies for Learning Questionnaire (Mslq)
Describing the Behavior and Documenting the Accomplishments of Expert Teachers
Help-seeking
Transforming schools into communities of thinking and learning about serious matters
Teaching thinking and problem solving
The influence of delaying judgments of learning on metacognitive accuracy
Sert
The Relationship between Explicit Verbal Explanations during Reading Skill Instruction and Student Awareness and Achievement
Perceived Readiness for Examination Performance (PREP) Produced by Initial Reading of Text and Text Containing Adjunct Questions
Effects of Explaining the Reasoning Associated with Using Reading Strategies
Unskilled and unaware of it
Putting the Comprehension in Metacomprehension
The Making of the Motivated Strategies for Learning Questionnaire
Improving Comprehension of Expository Text in Students With LD
Structuring Peer Interaction to Promote High-Level Cognitive Processing
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,67 |
| Citation span | 2017 - 2025 (9) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 4 |