¶ … Metacognition and Academic Achievement in College Students
THE RELATIONSHIP BETWEEN METACOGNITION AND ACADEMI
Constituent Elements of Metacognition
Metacognitive Awareness Inventory
Gender differences in metacognitive skills
Relationship to Other Concepts
Growth of Metacognition Over Time
The Relationship between Metacognition and Academic Achievement in College Students
It is obvious today those college professors are being faced with classrooms that are full of students who are coming to them with different levels of knowledge in regards to the way they are learning. Some students are active, self-directed learners who know how they learn and are able to apply what they recognize to numerous learning circumstances. Also, others could possibly be average students that are actually working hard and who are able to know what their learning weaknesses and strengths, but who may not sufficiently control their learning. Still others possibly will be inert learners who have little consciousness of how they learn and how to control their learning. Essentially, university teacher are confronted with schoolrooms full of students who come to them with numerous levels of metacognitive skills.
Metacognition is usually described as the activity of controlling and monitoring controlling one's cognition. It can further be defined as what we know about our cognitive processes and how we use these processes in order to learn and remember (Yanyan, 2010). Researchers further conceptualize metacognition by breaking down metacognition into two subcomponents, metacognitive knowledge and metacognitive regulation. These two subcomponents have been theorized to be connected to one another (Zulkiply, 2008).
Metacognitive information can be labeled as what we recognize in regards of our own cognitive procedures. Procedural, declarative, and conditional knowledge could all be looked at as being considered sub-modules of metacognitive knowledge (Schraw, 2001). Also the declarative knowledge consists of what we recognize in regards to how we understand and what influences how and the way we learn.
Procedural knowledge is our knowledge in regards to a lot of different learning and memory methods/strategies that are working best for us. Also, it is noted that conditional knowledge is the knowledge that people have in regards to the conditions under which we can implement various cognitive strategies. As a whole, our knowledge of cognition refers to what we know about how we learn; what we know about the procedures and strategies that are the most effective for us; and, what we know about the circumstances under which numerous cognitive actions are most operative (Schraw & Hartley, 2006)
The purpose of the study
The purpose of this study was to examine the relationships of metacognition and metacognitive components of experience, knowledge, and strategies and university honors students' educational actions. The Inventory of College Level Study Skills (Young & J.D., 2008) and Awareness of Independent Learning Inventory (Yanyan, 2010) will be utilized to gather some data from college students (UWF) to assess the relations of metacognition and the metacognitive mechanisms of knowledge, experience, and approaches to academic behavior.
The problem
Current research studies relating to college-level metacognition cover the range of remedial students, learning disabled students, and average students in detailed courses. There is limited research relating to the associations of metacognition and the metacognitive mechanisms of experience, knowledge, and policies and university honors students' academic behavior. This study lengthens the range of university-level metacognitive research by scrutinizing the relations of metacognition and the metacognitive mechanisms of knowledge, experience, and guidelines and academic Achievement in College Students
Rationale for the Study
The current study will contribute to the body of knowledge and will extend the study continuum by giving information concerning the relationship of metacognition and the metacognitive constituents of knowledge, experience, and strategies to academic achievement in college students. This study will serve as a promoter into research relative to academic achievement in college students. To conclude, the study will hopefully spur some kind of certain research in order to fill the gap that pertains to upper assortment of academic performers in postsecondary establishments as acknowledged by Sperling and Murphy (2002).
Literature Review
Educational psychologists have long been promoting the significance of metacognition for regulating and supporting student learning. More lately, the Partnership for 21st Century Skills
has been able to identify self-directed learning as one of the career and life skills essential to organize students for post-secondary education and the labor force. Nevertheless, educationalists may not be aware with methods for teaching and measuring metacognition, mainly among college students.
Constituent Elements of Metacognition
In contrast, routine knowledge includes consciousness...
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MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYbyEder G. BennettLiberty UniversityA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationLiberty University2021MILITARY DEPLOYED PARENT PERCEPTIONS OF INVOLVEMENT IN THE EDUCATION OF THEIR CHILDREN: A PHENOMENOLOGICAL STUDYby Eder G. BennettA Dissertation Presented in Partial FulfillmentOf the Requirements for the DegreeDoctor of EducationAPPROVED BY:James Eller, Ed.D., Committee ChairMichael-Chadwell Sharon, Ed.D., Committee MemberABSTRACTThe purpose
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