Metacognition correlates with learning outcomes and student performance. In this study, the authors examined the metacognitive-regulation skills used by introductory biology students. They found that prompting students to use these skills is effective for some students, but other students need additional help with learning strategies to respond optimally.

Twenty-two faculty and graduate students were interviewed in one college of education in order to understand what the college and its constituents view as the skills, habits of mind, and dispositions needed to obtain a Ph.D. in Education. Analysis of the data was conducted using professional socialization as a theoretical framework, allowing for an understanding of the different perspectives of this topic as viewed through a developmental lens. Implications for theory and practice are included.

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