Introduction to the special Issue “applied metacognition: real-world applications beyond learning”

Erken Çocuklukta Üstbilişin Doğası, Desteklenmesi ve Değerlendirilmesi

“…Üstbilişin değerlendirilmesindeki sorunlardan biri de üstbilişin bağımsız (domain-general) olarak mı yoksa alana özgü (domain-specific) olarak mı değerlendirileceğidir. Bağımsız üstbilişsel beceriler, farklı öğrenme durumlarına uyarlanabilen ve aktarılan beceriler olarak ifade edilmektedir (Greene ve diğerleri, 2015;Kleitman & Narciss, 2019). Örneğin, bir kişinin öğrenme süreçlerine dair okul ortamında geliştirdiği stratejileri içeren becerilerini uzaktan eğitim sürecinde de kullanabilmesi beklenebilir.…”

Metacognitive Skills of Undergraduate University Students: Study Based on Three Colombian Institutions

“…For Nelson and Narens (1990), monitoring and control are the primary processes of metacognition; in monitoring, strategies for the development of a task are established, and through control, the necessary adjustments and modifications are made. In this way, metacognition allows students to ask themselves about how to develop a task, carry out strategies, self-evaluate and based on the results make the necessary adjustments (Wilson and Bai, 2010;Kleitman and Narciss, 2019;Escalante, et al, 2023), that is, it implies high self-regulation processes. Cerezo, et al (2019) suggest that students self-regulate their learning when they adequately interpret tasks and the contexts, which allows them to activate a path to solving, thus making appropriate decisions, and selecting the required strategies.…”

“…It is recommended to design and implement strategies aimed at strengthening the development of metacognitive skills in university students and that allow determining if they can be generalized in different learning domains. Authors such asGreene et al (2015);Kleitman & Narciss (2019);Olaya et al (2023) point out that general metacognition can be instructed simultaneously in different learning situations, thereby hopefully transferring to new learning situations, in contrast specific metacognition must be taught for each task or domain separately.…”

Metacognitive instruction with young learners: A case of willingness to communicate, L2 use, and metacognition of oral communication

“…By helping learners plan, self-monitor, and self-evaluate their learning processes and products, MI ultimately contributes to self-regulated learning (Veenman et al, 2006;Zhang & Zhang, 2019). MI has been widely examined in the fields of educational and cognitive psychology and shown to positively impact on the learning outcomes of different skills (see reviews and meta-analyses in de Bruin & van Gog, 2012;Donker et al, 2014;Kleitman & Narciss, 2019). Albeit to a limited extent, L2 research has also explored the impact of MI on different learning aspects such as listening comprehension (Bozorgian & Alamdari, 2018), reading comprehension (Teng, 2020), and speaking skills (Sato & Loewen, 2018).…”