Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint

Veenman, Marcel V. J.; Beishuizen, J.J.

doi:10.1016/j.learninstruc.2004.09.004

Cited by 72 publications

(54 citation statements)

References 72 publications

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“…In our research, we follow the theoretical framework of Veenman and Beishuizen (2004), who distinguished four main categories of metacognitive skills. The first category is that of orientation and planning activities.…”

Section: Defining Metacognitive Activitiesmentioning

confidence: 99%

Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

et al. 2012

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(2013). Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols. European Journal of Psychology of Education, 28(3), 963-990. DOI: 10.1007/s10212-012-0149-y General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policyIf you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Abstract Teaching and assessing metacognitive activities are important educational objectives, and teachers are calling for efficient instruments. The advantages of questionnaires in measuring metacognitive activities are obvious, but serious validity issues appear. For example, correlations of questionnaire data with think-aloud measures are generally moderate to low. An explanation may be that these questionnaires are not constructed in line with the metacognitive activities measured by the think-aloud method. In the present study, a questionnaire is constructed based directly on a taxonomy for coding think-aloud protocols. Twenty ninth-graders studied a text while thinking aloud, after which they immediately received the questionnaire. The overall correlation between the questionnaire and the thinkaloud protocols (r00.63) was promising. However, scale and item analyses clearly demonstrate some new validity issues. Comparing the questionnaire and the think-aloud results, the students seem to report overt metacognitive activities corresponding more with their behavior reported in the protocols than covert ones. In-depth explorations are presented. Eur J Psychol Educ (2013) Metacognition is a powerful determinant in learning results (Hattie 2009;Veenman and Alexander 2011). Recognition of the important role of metacognition is paralleled by the construction of various assessment methods and instruments ). However, different instruments or methods may be aimed at assessing different facets in metacognitive learning, and it is important to evaluate disparate measures in relation to metacognitive theory (Muis et al. 2007). Furthermore, many researchers are involved in an 'online versus offline' measuring debate (cf. Dinsmore et al. 2008; Schellings and Van HoutWolters 2011;Veenman and Alexander 2011;Winne and Perry 2000). Researchers are discussing the preference of measuring metacognitive activities during the learner's learning (online) or apart from it (offline, which is when the learner is not learning). While ...

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Section: Defining Metacognitive Activitiesmentioning

confidence: 99%

Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

et al. 2012

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“…Prior research suggests metacognition is akin to constructs like learning to learn (Hoskins & Fredriksson, 2008) (Higgins, Baumfield, & Hall, 2007), reflective practice (Moon, 2001), selfregulated learning (Isaacson & Fujita, 2006) and situational awareness (Salomon & Perkins, 2007). Metacognition has been shown to facilitate many learning processes, including the ability to manage complex tasks (Veenman & Beishuizen, 2004) and learning involving emotionally-charged subjects (Chick, Karis, & Kernahan, 2009). Metacognition can also support improved learning efficiency (Case & Gunstone, 2002).…”

Section: Some Ways Metacognition Supports Transfermentioning

confidence: 99%

Exploring Metacognition as Support for Learning Transfer

Scharff

Draeger

Verpoorten

et al. 2017

T&LI

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The ability to transfer learning to new situations lies at the heart of lifelong learning and the employability of university graduates. Because students are often unaware of the importance of learning transfer and staff do not always explicitly articulate this expectation, this article explores the idea that metacognition (intentional awareness and the use of that awareness) might enhance the development of learning transfer. Our exploratory study includes results from a survey of 74 staff and 118 students from five institutions in Australia, Belgium, UK, and USA. Our data indicate that many staff and a majority of students do not have a clear understanding of what learning transfer entails, and that there are many mismatches between staff and student perceptions, attitudes, and behaviors regarding learning transfer. This helps explain why learning transfer does not occur as often as it could. We found significant positive correlations between thinking about transfer and thinking about learning processes and the likelihood to use awareness of metacognition to guide practice. Our findings suggest a positive relationship between metacognition and learning transfer. Implications for the scholarship of teaching and learning are discussed.

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“…Basically, this assumption needs to hold for both speed and ability tests. Thus, confounding of item-level time limits with other construct-irrelevant dimensions, such as test anxiety due to severe time constraints (e.g., Onwuegbuzie & Seaman, 1995;Veenman & Beishuizen, 2004), should be avoided. A general negative effect of strict item-level time limits on performance is expected.…”

Section: Conclusion and Final Remarksmentioning

confidence: 99%

Measuring Ability, Speed, or Both? Challenges, Psychometric Solutions, and What Can Be Gained From Experimental Control

Goldhammer

2015

Measurement: Interdisciplinary Research and Perspectives

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The main challenge of ability tests relates to the difficulty of items, whereas speed tests demand that test takers complete very easy items quickly. This article proposes a conceptual framework to represent how performance depends on both between-person differences in speed and ability and the speed-ability compromise within persons. Related measurement challenges and psychometric models that have been proposed to deal with the challenges are discussed. It is argued that addressing individual differences in the speed-ability trade-off requires the control of item response times. In this way, response behavior can be captured exclusively with the response variable remedying problems in traditional measurement approaches.Keywords: ability, experimental control, item response modeling, response time modeling, speed, speed-ability trade-offIn their book on the measurement of intelligence, Thorndike, Bregman, Cobb, and Woodyard (1926) present a theorem, which says that "other things being equal, if intellect A can do at each level the same number of tasks as intellect B, but in a less time, intellect A is better." (p. 33). This statement illustrates that in any performance measure, both the result of interacting with an item and how long it took to reach the result need to be considered and that comparing individuals in one respect requires keeping the other aspect constant. Along these lines, Thorndike et al. (1926) proposed the concepts of level (i.e., ability) and speed, which are empirically defined by the produced products (item responses) and the time required to produce them (response times). In measurement literature, various concepts such as ability, level, and power have been used to refer to a disposition explaining individual differences in response accuracy (Gulliksen, 1950;Thorndike et al., 1926;Thurstone, 1937); for consistency reasons, only the term ability will be used in this paper. A wide range of approaches have been suggested to conceptualize and model

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Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint

Cited by 72 publications

References 72 publications

Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

Assessing metacognitive activities: the in-depth comparison of a task-specific questionnaire with think-aloud protocols

Exploring Metacognition as Support for Learning Transfer

Measuring Ability, Speed, or Both? Challenges, Psychometric Solutions, and What Can Be Gained From Experimental Control

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