Session Information
ERG SES B 12, Higher Education / Academic Performance
Parallel Paper Session
Contribution
Metacognition term was used as first “metamemory” by Flavell (1976). Flavell (1976) defined metacognition as awareness, control and regulate of one’s own cognition and cognitive processes. Metacognition is subdivided into two main components, which are knowledge of cognition and regulation of cognition. Knowledge of cognition refers what we know about our own cognition. Knowledge of cognition includes three subcomponents: (1) declarative knowledge that knowledge about ourselves as learners, (2) procedural knowledge that knowledge about strategies and (3) conditional knowledge that knowledge about why and when to use strategy (Schraw, 1998). Regulation of cognition includes activities that help students control their learning. Regulation of cognition has three components. These are planning, monitoring and evaluation (Schraw & Moshman, 1995). Science education literature suggested that metacognition is important to improve the science learning in classrooms (Baird & White, 1996; Beeth, 1998). The current literature suggests that students with higher metacognitive awareness are more strategic and successful in cognitive enterprise. According to Schraw and Dennison (1994), this can be attributed to the fact that metacognitive awareness helps students plan, monitor and evaluate their learning, increasing their performance directly. Swanson (1990) stated that metacognition acts as compensation for cognitive performance, improving the use of strategy.
In this study, we investigated that whether there is a relationship between students' metacognitive awareness and their academic achievement. The research questions in this study are to find an answer is given below:
Is there a relationship between students' metacognitive awareness and their academic achievement?
How well do metacognitive awareness subcomponents predict academic achievement?
Method
Expected Outcomes
References
Akın, A., Abacı, R., & Çetin, B. (2007). The Validity and reliability of the turkish version of the metacognitive awareness inventory. Educational Sciences: Theory & Practice, 7(2), 671-678. Baird, J.R.,&White, R.T. (1996). Metacognitive strategies in the classroom. In: D.F. Treagust R. Duit& B.J. Fraser (Eds.), Improving teaching and learning in science and mathematics (pp. 190–200). New York: Teachers College Press. Beeth, M. E. (1998). Teaching for conceptual change: Using status as a metacognitive tool. Science Education, 82 (3), 343-356. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In: The Nature of Intelligence. Resnick, Lauren B (ed.) p.233 Lawrence Erlbaum Associates Schraw, G. & Sperling-Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-470. Schraw, G. (1998). Promoting general metacognitive awareness. Instructional Science, 26, 113-125. Schraw, G., and Moshman, D. (1995) Metacognitive Theories. Educational Psychology Review 7, 4, 351-371. Swanson, H. L. (1990). Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology, 82(2), 306–314.
Search the ECER Programme
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.