Metacognition, Strategies, Achievement, and Demographics: Relationships Across Countries

Abstract

Learning strategies, such as memorization and elaboration strategies, have received both support and repudiation. The 2009 international PISA reading, science, and mathematics achievement test and survey of 15 year-olds in 65 countries was used. The findings indicated that self-reported use of learning strategies, which involve compensatory approaches like memorization, across a global sample was not strongly associated with higher achievement. However, metacognitive strategies which involve an awareness of thinking, as measured by the appropriate use of strategies within a context, were related to greater achievement. Although there were differences across gender and student SES, metacognitive strategies remained a significant predictor of achievement when controlling for SES and gender, and were on par with SES in predicting achievement. This study provides insight that may be particularly beneficial for males and lower SES students who underachieve in reading.

The Effects of Task-induced Involvement Load on Word Learning and Confidence Judgments Mediated by Knowledge and Regulation of Cognition

“…This corroborates the idea that the two components of cognition, although complementary, are independent and may play different roles in the cognitive processes (Callan et al, 2016).…”

“…Some students, on the other hand, may perform poorly in their academic studies because they are neither prone nor instructed to effectively use their metacognitive skills. As suggested by Callan, Marchant, Finch, and German (2016), metacognitive strategies remained a significant predictor of achievement. Therefore, there is a need to examine how metacognitive dimensions influence our students' academic performance.…”

Does Mastery of Goal Components Mediate the Relationship between Metacognition and Mathematical Modelling Competency?

“…According to the results of SEM, metacognition positively influences mathematical modelling competency. The expected positive effects of metacognition on students' mathematical modelling competency corroborate previous research findings in mathematics achievement (Bonnett et al, 2016;Callan et al, 2016;Özcan, 2016;Tzohar-Rozen & Kramarski, 2014) and problem solving skills (Yusnaeni & Corebima, 2017). Other studies indicated that metacognition influences the modelling strategy development of students when the effects of four metacognitive components are taken into consideration (i.e., awareness, planning, cognitive strategy, and self-checking) (Yildirim, 2010).…”

Comparison of Metacognition Profiles between Male and Female Mathematics Students in Interpreting of Definite Integral Concepts

“…The difference in metacognition between men and women is influenced by learning strategies. This is in line with the results of research Callan et al [26] that there are significant differences between how men and women utilize learning and metacognitive strategies. In addition, the results of Bahrami & Yousefi's research [27] show that a significant difference was observed between girls and boys in thinking anxiety (health anxiety, social anxiety, and meta-worry).…”