Children’s use of metacognition in solving everyday problems: An initial study from an Asian context

Abstract

The aim of this study is to understand the relationship between metacognition and students' everyday problem solving. Specifically, we were interested to find out whether regulation of cognition and knowledge of cognition are related to everyday problem solving and whether students who perform better in the decision-making problem will better differentiate the various components of metacognition. Two hundred and fiftyfour fifth grade students completed a survey. We found evidence to suggest the existence of two major components of metacognition. Our results also suggest that at a higher level of decision-making, knowledge of cognition and regulation of cognition were differentiated in their use by participants.

Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

“…Data were collected from 254 pre-service teachers across two programs (one for graduates, the other for undergraduates) at the National Institute of Education (Singapore) in early 2008 using the MAI instrument. Although a full factorial validity study was not included in this study, our results show an acceptable level of internal consistency among the subscales of the MAI (DeVellis 2003; Lee, Teo, and Bergin 2009). This suggests that the MAI may be a suitable instrument for use among participants outside the original context in which the MAI was first developed.…”

Longitudinal Study of Changes in Student Motivation and Attitudes in Engineering

“…We hypothesize that students' metacognition strategy use will be important in connecting student motivation and engineering problem solving skills. Metacognitive strategies facilitate organization and monitoring, thus are key to successful problem solving 33 .Metacognition has two main aspects: knowledge of cognition, which includes declarative knowledge, procedural knowledge, and conditional knowledge 34 , and regulation of cognition, which includes planning, information management strategies, comprehension monitoring, debugging strategies, and evaluation. Metacognition was assessed in this work in terms of students' perceptions of their use of metacognitive strategies when solving an engineering problem.…”

The connectedness of the levels of meta-cognitive student's abilities and educational outcomes in the cognitive area

“…Сперлинг и сарадници (Sperling et al, 2002) су дошли до резултата да постоји слаба повезаност између одговора на Jr. MAI и постигнућа испитаника у когнитивном домену и због тога изразили своју забринутост у погледу ваљаности инструмента истраживања. Ли и сарадници (Lee et al, 2009) су као решење тог проблема навели свој закључак да деци није лако да схвате и да добро одговоре у вези са својим општим метакогнитивним способностима, јер се везују за конкретне примере. Они сматрају да ниво метакогнитивне свесности као показатељ метакогнитивних способности због тога показује нешто слабију предиктивну моћ када су у питању постигнућа.…”