Metacognitive Components in Learning to Learn Approaches

Frenkel, Stéphanie

doi:10.7220/2345-024x.14.5

Cited by 11 publications

(14 citation statements)

References 25 publications

(23 reference statements)

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“…Concerning self-awareness, which is crucial in self-regulation study activities [2,16,17,19], trained students increased their awareness of the present-moment experience. The score increases observed after the intervention are comparable to the results of a similar study (e.g., [50]) and indicate a good level of awareness [74].…”

Section: Discussionmentioning

confidence: 99%

“…Effective study at the college level requires self-regulated learning (SRL) that occurs when learners have an active role in their learning and are aware of how they regulate their study [1][2][3]11]. Self-regulated learning includes the ability to effectively use study strategies and techniques such as organization of study activities, elaborating study content, monitoring and evaluating one's studying, and use of retention techniques [12][13][14][15], and on metacognition skill, which is the ability to monitor the functioning of one's mind [16][17][18][19]. In a recent paper, Panadero [2] reviewed different models which describe self-regulated learning.…”

Section: Self-regulated Learning Emotion Regulation and Achievementmentioning

confidence: 99%

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Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

Corti

Gelati

2020

IJERPH

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This pilot study investigated the effects of a short 10-module intervention called MEL (Mindful Effective Learning), which integrates mindfulness, coaching, and training on study strategies, to improve learning abilities among university students. Inspired by ample research on the learning topics that points out how effective learning and good academic results depend simultaneously on self-regulation while studying combined with emotional and motivational factors, the intervention aimed to train students simultaneously in these three aspects. The intervention group participants (N = 21) and the control group participants (N = 24) were surveyed pre- and post-intervention with the Italian questionnaire AMOS (Abilities and Motivation to Study) and the Italian version of the Mindful Attention Awareness Scale (MAAS). The results showed that, regarding self-regulation in study, trained students improved their self-awareness, self-evaluation ability, metacognition skills, and organizational and elaborative ability to manage study materials; regarding emotional aspects, they improved their anxiety control; regarding motivation they developed an incremental theory of Self and improved their confidence in their own intelligence. Moreover, two follow-up self-report surveys were conducted, and trained students reported positive assessments of the MEL intervention. Findings suggest that a short intervention based on mindfulness and coaching and training on study strategies may improve students’ effective learning.

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Section: Discussionmentioning

confidence: 99%

Section: Self-regulated Learning Emotion Regulation and Achievementmentioning

confidence: 99%

Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

Corti

Gelati

2020

IJERPH

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“…Mokymosi centre, pasak S. Frenkel (2014), yra metakognityviniai gebėjimai. Mokėjimą mokytis kai kurie autoriai sieja su metakognicijos sąvoka (Hoskins ir Fredriksson, 2008;Moreno ir Martín, 2007), o tai reiškia, kad besimokantysis sąmoningai ir palaipsniui suvokia tai, kaip jis mokosi ir kaip jam lengviausia mokytis, t. y. supranta patį mokymosi procesą.…”

Section: Esminė Vaikų Mokėjimo Mokytis Ugdymo(si) Prielaida Ikimokyklunclassified

Mokėjimo mokytis samprata ir kontekstas ikimokyklinių įstaigų ugdymo programose (Curriculum)

Stonkuvienė¹

2019

Pedagogika

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Straipsnyje analizuojamas mokėjimas mokytis kaip žmogaus funkcinės veiklos dėmuo jo visą gyvenimą trunkančiame mokymosi procese. Pabrėžiama, jog jau ikimokyklinio ugdymo etape šis mokėjimas yra svarbus. Straipsnyje atskleidžiama probleminė mokėjimo mokytis sampratos suvoktis, ją paaiškinantys komponentai. Suprantant, jog mokėjimo mokytis akcentavimas ir ugdymo projektavimas ikimokyklinių įstaigų programose (Curriculum) užima svarbią vietą, buvo atlikta ikimokyklinių įstaigų ugdymo programų analizė. Ji atskleidė mokėjimo mokytis situaciją ir išryškino, jog įstaigų parengtose programose (Curriculum) atsispindi įvairi mokėjimo mokytis ugdymo(si) praktika. Tai leidžia įžvelgti skirtingą požiūrį į mokėjimo mokytis ugdymą. Pastebėta, jog įstaigų programose (Curriculum) stinga sistemingos ir vientisos prieigos modeliuojant vaikų mokėjimo mokytis ugdymo(si) procesą.

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“…Por otra parte, Frenkel (2014), plantea que el conocimiento metacognitivo es la base de las estrategias metacognitivas, las cuales dirigen, coordinan e incluso "disparan" los procesos cognitivos, para lo cual el papel del profesor consiste en crear un ambiente de experiencias y retos que le permitan al alumno reconocerlas, al tener la necesidad de utilizarlas y valorar su utilidad para mejorar sus procesos de aprendizaje. También es necesario que los maestros reconozcan sus áreas de oportunidad y aprendan a desarrollar los recursos y herramientas para después proveerlas a los alumnos.…”

Section: La Metacogniciónunclassified

Estudio autónomo y estrategias metacognitivas: sus implicaciones para mejorar el aprendizaje del idioma inglés en educación básica

Guevara

Reyes

Cortés

2016

RPCC

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RESUMENEn este ensayo se retoma como punto de partida el análisis de la problemática en torno a los bajos resultados en el aprendizaje de idioma inglés de los alumnos de educación básica en México y los principales factores que inciden en ella, así como de algunas experiencias relacionadas con la implementación de la enseñanza escolarizada de dicho idioma en este país y en algunos otros de América Latina, en las cuales se han utilizado el estudio independiente y estrategias metacognitivas, que indican su posible efectividad para obtener mejores resultados. Para concluir, se plantea la necesidad de que en la educación básica en México se promueva el uso del estudio independiente y de las estrategias metacognitivas para elevar el aprendizaje del idioma inglés, lo cual requiere, entre otras cosas, que los planes y programas de estudio de este idioma las incluyan de manera más explícita y que se actualice a los docentes de inglés para su enseñanza dentro del salón de clases. Palabras clave: aprendizaje del inglés, enseñanza del inglés, estudio autónomo, metacognición, estrategias metacognitivas. ABSTRACTThis essay takes as its departing point the analysis of the issues surrounding the bad outcomes of the Mexican elementary education students of the English language and the main factors that have an impact on them, as well as some experiences related to the implementation of the formal teaching of the English language in Mexico and some other Latin-American countries that have used independent learning and metacognitive strategies, which indicate its apparent effectiveness to obtain better results. As a conclusion, we remark the need to promote, in the Mexican elementary education, the independent learning and metacognitive strategies as a form to improve English language learning, which requires, among other things, that such strategies and learning are included in a more explicit form in the lesson plans and programs, and the teachers' training for its use in the classroom.

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Metacognitive Components in Learning to Learn Approaches

Cited by 11 publications

References 25 publications

Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

Mindfulness and Coaching to Improve Learning Abilities in University Students: A Pilot Study

Mokėjimo mokytis samprata ir kontekstas ikimokyklinių įstaigų ugdymo programose (Curriculum)

Estudio autónomo y estrategias metacognitivas: sus implicaciones para mejorar el aprendizaje del idioma inglés en educación básica

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