Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom

Spencer, Dan; Nietfeld, John L.; Cao, Li; DiFrancesca, Daniell

doi:10.1080/00220973.2021.1897773

Cited by 7 publications

(13 citation statements)

References 30 publications

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“…According to Nietfeld, Cao, and Osborne (2005), the actual process of monitoring assists students in tracking their ongoing cognitive processes and using regulatory strategies with a view to competently coping with some learning-related situations. It is a fundamentally essential technique tapped by the learners for both inspecting their progress monitoring and applying their problem-solving skills in a well-reasoned fashion.…”

Section: Monitoringmentioning

confidence: 99%

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Msaddek

2024

EJEL

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This study, drawing on the theory of metacognition as a lively research area in the field of educational psychology, is intended to explore the cognitive and metacognitive learning strategies (CMLSs) tapped by the English department first-semester university students in their learning practices. It is an attempt to evaluate the extent to which EFL learners resort to these ‘high-level’ heuristics for executing a diversity of learning-related tasks. To achieve this stated objective, this exploratory study targeted 63 Moroccan English department students. The data were gathered through the use of a ‘self-report questionnaire’ that addressed the learners’ recourse to (meta) cognitive learning strategies (CMLSs) along the continuum of their academic studies at the first-semester level. The outcomes reached manifestly exhibit that heavy reliance on cognitive strategies (CSs) and reduced dependency on metacognitive strategies (MSs) prototypically characterized the learners’ adopted processing modes in tackling differing learning tasks relatable to studying English as a foreign language (EFL). Hence, some actionable recommendations as well as a few limitations encountered in conducting this study are explicitly put forward. Article visualizations:<img src="/-counters-/lit/0757/a.php" alt="Hit counter" />

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Section: Monitoringmentioning

confidence: 99%

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Msaddek

2024

EJEL

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“…Es así como, se podría llegar a predecir con bastante razón que, aquellos estudiantes que atribuyen sus resultados al esfuerzo, una atribución de carácter interna, estable y controlable, tienen mayor probabilidad de obtener éxito en sus resultados académicos, que aquellos estudiantes que atribuyen sus resultados a la suerte, una causa de tipo externa, inestable e incontrolable. Las atribuciones de carácter interno se asocian a mejores desempeños académicos (Spencer et al, 2021). En cambio, aquellos estudiantes que presentan un bajo rendimiento tienden en general a poseer patrones atribucionales fundamentalmente externos (Rodríguez-Rodríguez & Guzmán-Rosquete, 2019), lo cual se explicaría por el hecho que para estos estudiantes sus resultados académicos no dependerían del esfuerzo involucrado en la tarea, sino que de aspectos externos e inmanejables (Lagos et al, 2016).…”

Section: Introductionunclassified

Interacción compleja del estilo atribucional, autorregulación y resiliencia respecto del rendimiento en matemáticas

2023

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El presente estudio examina el rol de variables de tipo socio-emocionales que se relacionen con el rendimiento escolar de los estudiantes en matemáticas de educación secundaria (N=1498), tales como los estilos atributivos respecto del éxito o fracaso escolar, estrategias de autorregulación o control de estudios, y resiliencia respecto del rendimiento académico en matemáticas. Con un enfoque cuantitativo y un Modelo de Ecuaciones Estructurales, se destaca el papel del estilo atributivo interno como variable relevante de la variabilidad de las calificaciones en matemáticas y su rol mediador respecto de habilidades cognitivas como el control del estudio, o aquellas más ligadas al nivel emocional como la resiliencia. El género no constituye una variable moderadora de los resultados.Se discuten los hallazgos y sus proyecciones en el ámbito educativo, especialmente por el hecho que dichas variables pueden ser objeto de intervención por parte de profesores o agentes educativos. Estas intervenciones de los profesores podría permitir acceder a los estudiantes de contextos de alta vulnerabilidad social a una educación de calidad por sobre los elementos estructurales de la alta estratificación social del sistema chileno.

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“…Metacognition is broadly defined as “cognition about cognition” and involves cognitive processes that take place on a “meta-level” requiring monitoring and control of cognition [ 24 ]. In the present study, the focus is specifically on metacognitive self-regulation which is defined as the regulation of cognitive processing (i.e., planning, monitoring, and regulating strategies) instead of metacognitive knowledge [ 25 ] since metacognitive self-regulation is considered a higher-order process that reflects students’ ongoing processing and strategies deployed to improve performance, rather than static general knowledge about the person, task, and strategies [ 26 ]. Motivation is broadly defined as the forces that make people act and academic motivation comprises self-beliefs of competence (e.g., self-efficacy), goals (e.g., goal orientations), and intrinsic (e.g., interest) and extrinsic (e.g., incentives) motivation, amongst others [ 27 ].…”

Section: Introductionmentioning

confidence: 99%

Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement

Katsantonis,

McLellan

2023

PLoS ONE

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Variable-centred studies assume that the links between motivation and metacognition with academic achievement are uniform across all students. However, this assumption may not hold and multiple interactions between motivational beliefs and metacognitive self-regulation may occur. To this end, the present study sought to explore these higher-order interactions and their links with school language achievement in a low-performance context. A large sample (N = 1046, 53.14% girls) of Greek secondary school students (M = 13.97, SD = .80) was drawn. Latent profile analyses were deployed to mimic higher-order interactions. Unexpectedly, the results indicated only three distinct well-defined profiles of students’ motivated metacognitive self-regulation, namely exceptional motivation and metacognitive self-regulation (23.3%), adequate motivation and metacognitive self-regulation (48.2%), and minimal motivation and metacognitive self-regulation (28.5%). Incompatible profiles of motivation and metacognitive self-regulation did not emerge, contrary to previous findings suggesting negative higher-order interactions. The BCH method revealed large mean differences in school language achievement between the profiles, adjusting for covariates. Latent multinomial logistic regression indicated that gender and age predicted greater odds of membership to the minimal motivation and metacognitive self-regulation profile. Socio-economic status and spoken language at home predicted less chances of membership to the minimal profile only. Educational interventions are needed to target both motivational beliefs and metacognition to prevent underachievement.

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Exploring the interplay between attributions and metacognitive monitoring ability in a post-secondary classroom

Cited by 7 publications

References 30 publications

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Unraveling the Use of Cognitive and Metacognitive Learning Strategies Among Moroccan Efl First-Semester University Learners

Interacción compleja del estilo atribucional, autorregulación y resiliencia respecto del rendimiento en matemáticas

Person-centred study on higher-order interactions between students’ motivational beliefs and metacognitive self-regulation: Links with school language achievement

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