How Metacognition Supports Giftedness in Leadership

Kontostavlou, Eirini Zoi; Drigas, Athanasios

doi:10.3991/ijac.v14i2.23237

Cited by 7 publications

(8 citation statements)

References 41 publications

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“…Concluding we underline the role of metacognition in its various forms and applications [69][70][71][72][73][74][75][76][77][78][79][80][81][82][83] in parallel use and exploitation, with ICTs, Mobiles [84][85][86], Games, VR, AI [96,97] and other digital technologies applications [87][88][89][90][91][92][93][94][95], in all the domains of education, and especially in Autism.…”

Section: Discussionmentioning

confidence: 99%

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Mitsea

Drigas

Skianis

2022

TSSJ

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Extensive research has been conducted regarding socio-emotional skills training in autism spectrum disorder (ASD). The latest autism research is now beginning to recognize the role of metacognitive deficits in ASD as well as the importance of metacognitive skills training in autism intervention. The purpose of the current review study is to shed light on the role of metacognition in ASD and identify assistive technologies that may compensate for metacognitive deficits in ASD. Specifically, we examine autism through the lens of the models of metacognition developed by (Drigas and Mitsea, 2020;2021). Following these metacognitive models, we identified digital technologies that have the significant potential to train metacognitive skills in people with ASD. These technologies include, among others, robotics, virtual reality, mobile applications, digital serious games, coding digital games and robots. This review provides evidence that people with autism face important difficulties in almost all metacognitive domains. It also highlights that digital technologies are effective tools for training metacognitive skills in ASD. This study is one of the few studies that deal with autism as a disorder of metacognition and gives pointers for future experimental research regarding intervention strategies with the assistance of technologies.

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Section: Discussionmentioning

confidence: 99%

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Mitsea

Drigas

Skianis

2022

TSSJ

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“…Metacognitive skills play an important role in successful learning (Callan et al, 2016). Therefore, metacognitive skills have been linked to academic success, leadership, and general well-being (Kontostavlou & Drigas, 2021; Safranj, 2019); as such, teaching metacognitive skills may improve academic performance and social and emotional well-being (Craig et al, 2020). Similarly, low metacognitive competence has been associated with academic underachievement among gifted students (Tibken et al, 2022).…”

Section: Literature Reviewmentioning

confidence: 99%

Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students

Desmet

Cakmakci

Tuzgen

2023

Journal for the Education of the Gifted

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The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed-methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible. Implications for practice are discussed.

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“…In some studies, the variables influencing selfregulation were researched (Zeidner et al, 2000). Similarly, in the experimental studies of metacognition, a wide variety of studies have been conducted on students' success in their courses, problem-solving skills, and collaborative working skills, mainly in mathematics and science, which metacognition affects (Lai, 2011;Kontostavlou, & Drigas, 2021). Some studies examined variables affecting metacognition (Ellis et al, 2012;Rhodes, 2019).…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Investigation of the relationships between the attitudes of secondary school students towards robotic activities and the levels of self-regulation, metacognitive awareness

AĞIR

2022

Journal of Educational Technology and Online Learning

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This study examines secondary school students' attitudes toward robotics, self-regulation skills, and meta-cognition awareness. The research was conducted in the correlational research model, one of the general survey models. The research sample comprised 68 secondary school students who attended a robotic course for at least two terms. The research data were collected using online data collection tools consisting of two parts. The first part is demographic questions, and the second contains attitudes toward robotics, self-regulation skills, and meta-cognition awareness Scale items. Descriptive statistics, ANOVA, T-Test, and Pearson Correlation analyses were used to analyze the data. While there was no significant difference between students' attitudes towards robotic activities, self-regulation skills, and metacognitive skills according to their education level of mother and father, a statistically significant difference was found between self-regulation skills according to grade levels. The self-regulation scores of fifth and sixth grade students are significantly higher than those of seventh grade students. Finally, a high positive correlation was found between students' attitudes toward robotic activities and their self-regulation and metacognitive skills.

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How Metacognition Supports Giftedness in Leadership

Cited by 7 publications

References 41 publications

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Metacognition in Autism Spectrum Disorder: Digital Technologies in Metacognitive Skills Training

Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students

Investigation of the relationships between the attitudes of secondary school students towards robotic activities and the levels of self-regulation, metacognitive awareness

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