Mentoring and metacognition—Interferences and interdependencies

Abstract

This paper conducts a comparative analysis of mentoring and metacognition in education, unveiling their intricate connections. Both concepts, though seemingly disparate, prove to be interdependent within the educational landscape. The analysis showcases the dynamic interplay between mentoring and metacognition, emphasizing their reciprocal influence. Metacognition, often perceived as self-awareness and introspection, is found to complement the relational and supportive nature of mentoring. Within this context, metacognitive education within mentoring emerges as a vital component. Practical recommendations are offered for effective metacognitive training, highlighting its role in enhancing cognitive and metacognitive skills. Moreover, the paper introduces the concept of a “mentoring scaffolding system.” This system emphasizes mentor-led gradual independence for mentees, facilitating their professional and personal growth. The necessity of fostering a metacognition culture in education is a central theme. Such a culture promotes improved performance and lifelong learning. The paper suggests integrating metacognition into curricula and empowering learners as essential steps toward achieving this culture. In conclusion, this paper advocates for the integration of metacognition into mentoring and education, fostering self-awareness, independence, and adaptability. These attributes are deemed crucial for individuals navigating the challenges of the information age.

The Effects of an Entrepreneurial Project on the Career-Choice Readiness, Metacognition, and Growth Mindset of Secondary Students

“…Mentors provide essential guidance as interactions with actual entrepreneurs can significantly develop students' skills in entrepreneurship [68]. Since entrepreneurs are already integrated into the program from day 2, their involvement could be extended to include mentorship roles, enhancing entrepreneurial skills, and encouraging deeper self-reflection, analysis, and awareness among students [69]. Engaging with external stakeholders also sharpens oral communication, project management, and critical thinking [7,22,46].…”

“…There is a need for better integration of the program content with students' vocational interests and a more engaging and supportive learning environment, with future programs recommended to incorporate career guidance and training elements [22,69,86]. Fostering a growth mindset and metacognition is critical in helping students navigate their career paths [64,70].…”

“…A more robust research methodology is recommended to strengthen these results, including introducing a comparison group for a more accurate assessment of the program's effects. This approach would help investigate the direct impact of the intervention on the outcomes observed in the post-test analysis [69]. According to results by Czerwenka and Ehmke [37], the underlying intervention can have lasting effects on the occupational attitudes of participants.…”

Advancements in Learning Organizations: A Comprehensive Narrative Review

“…Thus, the exploration of learning organizations in this study opens avenues for future research directions, including the investigation of collective knowledge construction and reconstruction, the potential impact of Big Data technologies on organizational performance, and the application of reverse mentoring strategies (Bocoş et al, 2024).…”

Examining Teachers’ Perception on the Impact of Positive Feedback on School Students

“…It is important to note that the most effective feedback includes an explanation of what is correct and what is not correct in the student's answers. Students may be asked to continue working on a task and to persevere until they reach their set goals, which can improve their performance [35][36][37].…”