Metacognition

Abstract

Research in the field of metacognition, a multifaceted phenomenon, is in the main fragmented without much theoretical integration of the findings related to its various facets. Moreover, metacognition is usually conceived of as an individual and conscious process that serves the regulation of cognition. However, there is growing evidence that metacognition also functions at a nonconscious level, is involved in the co-regulation of cognition in collaborative settings, and interacts with affect in the self-regulation of behavior. Based on these considerations, a multifaceted and multilevel model of metacognition is proposed that broadens Nelson and Naren’s conceptualization of metacognition. The implications for theory and measurement of metacognition as well as for interventions involving metacognition are explored.

Short- and long-term effects of students’ self-directed metacognitive prompts on navigation behavior and learning performance

“…Whereas monitoring is the process leading to such a mental representation of one's own cognition, control refers to processes that alter the cognition at the object-level. In addition to this distinction between the object-and meta-levels of cognition, metacognition can be further divided into the components of metacognitive knowledge, metacognitive experiences, and metacognitive skills (e.g., Brown, 1978;Efklides, 2008;Ertmer & Newby, 1996;Pintrich, Wolters, & Baxter, 2000;Schraw, 2001;Veenman, 2005). Metacognitive prompts focus on the activation of metacognitive skills.…”

A Content Analysis of the Articles on Metacognition in Education in Turkey

“…Çevrimdışı (off-line) ölçme teknikleri ise bireylerin bir öğrenme görevi öncesi veya sonrasında kendileri konusunda öz-bildirim yapmaları sonucu elde edilen verilere odaklanır (Jacobse ve Harskamp, 2012). Özellikle anketler çevrimdışı (off-line) ölçme teknikleri arasında en başta gelmektedir (Efklides, 2008). Bir öğrenme görevi esnasında ölçülen üstbilişin öğrenme varyansının % 37'sini açıkladığı belirtilmiş (Veenman vd., 2006) ancak yine de üstbilişin bazı bilişsel aktivitelerin içselleştirilmesinden kaynaklı sebeplerden dolayı daima duyulamayan veya gözle görülemeyen yönlerinin olabileceği de vurgulanmıştır .…”

Towards the Discovery of Learner Metacognition From Reflective Writing

“…The most notable difference is the lack of an implicit automated version of reflection, and the absence of a socially situated type of metacognition. We found some resolution to these differences in Efklides' (2008) multilevel model of metacognition. She proposed a model that comprises three levels: a non-conscious object level, the meta level associated with personal awareness, and the meta-meta level associated with social awareness.…”