Investigating the Effects of Academic Coaching on College Students’ Metacognition

Howlett, Marc A.; McWilliams, Melissa A.; Rademacher, Kristen; O’Neill, James C.; Maitland, Theresa Laurie; Abels, Kimberly; Demetriou, Cynthia; Panter, A. T.

doi:10.1007/s10755-020-09533-7

Cited by 20 publications

(31 citation statements)

References 45 publications

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“…Students who could manage their SRL tend to apply strategies that have increasing effort management on their cognition, motivation, behavior, and context (Howlett et al, 2021;Kim et al, 2020). According to Wolters and Benzon (2013), they involve in active participation to foster and sustain their motivation by employing self-regulatory motivational strategies.…”

Section: Srm Strategies For Tertiary Efl Educationmentioning

confidence: 99%

“…In other words, at both academic levels, students did not receive any training that could help them harbor self-regulatory strategies. Such an issue dictates the necessity of university motivational self-regulation training (Howlett et al, 2021;Kryshko et al, 2020;Wang et al, 2021;Zhang et al, 2020) and the significance of teacher involvement to foster students' self-understanding of their motivational tendencies to tweak their learning (Chou, 2018;Seli and Dembo, 2020;Yan et al, 2020;Zhang et al, 2020).…”

Section: Interaction Of Academic Level and Gender On Srmis-eflmentioning

confidence: 99%

“…At the policymaking level, motivation regulation training (e.g., short courses or workshops) could be helpful for both teachers and students (Howlett et al, 2021;Kryshko et al, 2020;Wang et al, 2021;Zhang et al, 2020). Such training may address teachers' inquiries about fostering learner motivational regulation strategies towards enhancing their EFL speaking competence in non-EFL-proficiency levels (junior and senior levels).…”

Section: Pedagogical Implicationsmentioning

confidence: 99%

See 2 more Smart Citations

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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Despite majoring in English, many junior and senior college students face limited opportunities to practice their EFL speaking in class. Some self-motivated students, through self-regulated learning, seek beyond-class opportunities to tap into physical and virtual human interaction to hone their spoken English. This study examined junior and senior college students' level of self-regulated motivation to improve their speaking of English as a foreign language (SRMIS-EFL). It looked into the interaction of students' academic level and gender to their SRMIS-EFL. Participants were 300 EFL college junior and senior students from an English Department of a Yemeni university. This study utilized an online self-reported SRMIS-EFL questionnaire to gather data. Its descriptive and inferential statistical analyses revealed that senior students' overall level of SRMIS-ELF was high, while junior students' level was medium. It found that students used a range of motivation self-regulation strategies to improve their EFL speaking competence. It also indicated no significant relationship between students' SRMIS-EFL and their academic level. However, it evinced that students' gender had a small but significant effect, in favor of female students, on their SRMIS-EFL. The study suggests incorporating motivation regulation training into EFL programs to raise awareness of motivational self-regulatory strategies to cultivate student motivation.

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Section: Srm Strategies For Tertiary Efl Educationmentioning

confidence: 99%

Section: Interaction Of Academic Level and Gender On Srmis-eflmentioning

confidence: 99%

Section: Pedagogical Implicationsmentioning

confidence: 99%

See 1 more Smart Citation

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Alotumi

2021

Heliyon

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“…It involves a coach-student relationship where the coach uses their skills to build relationships through trust, active listening, genuine curiosity in others and ability to use effective observation and communication skills (Crabb, 2011;Grant et al, 2009;Irwin and Morrow, 2005). Howlett et al (2021b) described academic coaching as a method that facilitates a collaborative dialogue between the coach and student, which empowers them to (1) set, act towards and stay committed to goals, (2) understand their habits and thinking patterns, (3) understand their strengths and weaknesses and (4) learn self-regulation and effective study skills. Being an effective coach means self-management by not having any personal agenda or meaning of the coaches' issue, managing personal understandings and insights, understanding objective aspects of the problem and mirroring the student's perspectives and understandings (Grant et al, 2009;Robinson, 2015).…”

Section: Academic Coachingmentioning

confidence: 99%

Students' experiences of academic coaching in Norway: a pilot study

Saethern

Glømmen

Lugo³

et al. 2022

IJMCE

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PurposeThe purpose of this study was to identify and describe how students experience academic coaching in higher education in Norway.Design/methodology/approachThe study employed a descriptive and exploratory qualitative design where semi-structured interviews formed the basis for data collection. Thematic analysis was used as an analytic strategy to identify, organise and find patterns or themes that emerged from the data.FindingsThe findings showed that academic coaching positively influenced the respondents' ability to identify the necessary and efficient cognitive processes and metacognitive skills needed to cope with everyday scholastic challenges. Academic coaching affected the respondents' metacognitive skills and cognitive processes in terms of evolving their self-efficacy, self-awareness, self-regulation, motivation, stress identification, goal identification, goal setting and development of new strategies.Research limitations/implicationsThe findings in this study reflect the respondents' subjective opinions and further research is needed to validate these findings.Originality/valueThis article addresses a gap in the field of research by offering a descriptive pilot study and thematic analysis of students' experiences with academic coaching in Norway.

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“…Metacognition variable is classified into two categories, high metacognition and low metacognition ( Redondo & López, 2018 ). Educational research from the 21st century clearly demonstrates the necessity of the educational practices that help learners acquire the metacognitive abilities that they will need to succeed in the today’s and future complicated and globalized society ( Howe & Wig, 2017 ; Howlett et al, 2021 ; Wafubwa & Csíkos, 2021 ). On the other hand, deep learning includes creating new connections and concepts, integrating what students are learning with what they already know, in addition to critical thinking ( Filius et al, 2018 ).…”

Section: Introductionmentioning

confidence: 99%

The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic

Elbyaly

Elfeky

2022

PeerJ Computer Science

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In many nations affected by the COVID-19 pandemic, the situation in higher education institutions has changed. During the pandemic, these institutions have introduced numerous e-solutions to continue the process of education. Besides, research has shown many benefits in the last years of MOOCs. Yet, to date there are few studies to explore some individual characteristics, such as learners’ metacognitive skills, that might have an impact on learning outcomes in MOOCs. Furthermore, promotion of deep learning is a serious challenge for online courses including MOOCs. Therefore, the purpose of this research was to explore the role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic. The participants were students at the department of home economics who were all at the seventh academic level. Based on their scores on the metacognition awareness inventory (MAI), they were divided into two experimental groups, i.e. high metacognition students and low metacognition students. A three- aspect assessment card of deep learning namely connecting concepts, creating new concepts, and critical thinking was used to collect data. The results showed that MOOC was more effective in fostering the deep learning aspects of high metacognition skills, and deep learning as a whole. With regard to backward seeking and slow watching events, results showed significant differences in favor of high metacognition students (HMs). Nevertheless, there were no statistically significant differences between students in both groups regarding the pausing event.

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Investigating the Effects of Academic Coaching on College Students’ Metacognition

Cited by 20 publications

References 45 publications

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

EFL college junior and senior students' self-regulated motivation for improving English speaking: A survey study

Students' experiences of academic coaching in Norway: a pilot study

The role of metacognition in promoting deep learning in MOOCs during COVID-19 pandemic

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