Learning to Self-Monitor and Self-Regulate

Veenman, Marcel V. J.

doi:10.4324/9780203839089.ch10

Cited by 115 publications

(234 citation statements)

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“…Moreover, the questionnaire shows no relation to the problem solving test. This confirms the idea that what students say they do when asking them general self-report questions is not necessarily the same as what they actually do (Veenman 2011b). As discussed in the theoretical framework, this problem is likely to be caused by memory distortions as well as by variation in interpretation of the questions (McNamara 2011;Veenman 2011b).…”

Section: Conclusion and Discussionsupporting

confidence: 63%

“…Think-aloud observation was used as a comprehensive measure of metacognitive monitoring and regulation and as a reference point for other metacognitive measures. Think-alouds may not be appropriate for measuring automated processes (McNamara 2011;Veenman 2011b). But when collecting the protocols in an appropriate manner (Ericsson and Simon 1993), with tasks of a suitable level of complexity (Prins et al 2006), think-alouds provide rich information on consciously used metacognitive processes.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

“…Firstly, the fact that self-report questionnaires are collected separate from the learning task means that students have to retrieve earlier processes and performance from their long term memory. Self-report questionnaires thus are susceptible to memory distortion issues (McNamara 2011;Schellings 2011;Veenman 2011b). Secondly, students can differ in their frame of reference as to which situations they have in mind when answering the questions and interpreting the scales (McNamara 2011;Schellings 2011).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…This makes the information less vulnerable to students' memory distortions. Besides, students do not have to judge the appropriateness of their learning processes themselves (Veenman 2011b). Although sometimes slowing learning down, when executed correctly think-alouds do not impair students' learning performance (Bannert and Mengelkamp 2008;Fox et al 2011).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

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Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

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Section: Conclusion and Discussionsupporting

confidence: 63%

Section: Conclusion and Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

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“…More specifically, there are debates in the literature about whether and to what extent cognitive and metacognitive skills are general, domain transcending, or context bound (e.g., Perkins and Salomon 1989;Veenman 2011). According to a recent review on metacognition in science education (Zohar and Barzilai 2013), the development of learners' conceptual understanding has long been a central focus of science education research.…”

Section: Forewordmentioning

confidence: 99%

Cognition, Metacognition, and Culture in STEM Education

Dori¹,

Mevarech²,

Baker³

2018

Innovations in Science Education and Technology

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Examining the role of calibration of executive function performance in college learners' regulation

Follmer

2021

Applied Cognitive Psychology

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Summary This study examined learners' calibration of their executive function performance and the contribution of learners' calibration accuracy to their self‐regulated learning. A measure of calibration bias of EF performance is introduced and an evaluation of the utility of the measure is presented. Direct and indirect measures of EF, an assessment of students' metacognitive strategy use, and academic achievement information were obtained from a sample of 189 college learners. Findings revealed that students who were overconfident in their appraisal of their EF performance obtained significantly higher scores on a criterion self‐report measure of EF. Evaluation of hierarchical regression analyses revealed that learners' ability to monitor their EF performance predicted criterion measures of EF and metacognitive strategy use, and accounted for unique variance in both outcomes after controlling for their academic achievement. The utility of this calibration bias measure as well as implications for future research are discussed.

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Learning to Self-Monitor and Self-Regulate

Cited by 115 publications

References 0 publications

Towards efficient measurement of metacognition in mathematical problem solving

Towards efficient measurement of metacognition in mathematical problem solving

Cognition, Metacognition, and Culture in STEM Education

Examining the role of calibration of executive function performance in college learners' regulation

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