The Effects of Implicit Belief of Intelligence on Metacognitive Skills and Project Design Engagement in an invention practice

Hong, Jon‐Chao; Gu, Jianjun; Tsai, Chi-Ruei

doi:10.1007/s10798-022-09761-2

Cited by 3 publications

(2 citation statements)

References 61 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Evidence has shown that students in remote education have chosen to adopt new cognitive and metacognitive learning strategies ( Obergriesser and Stoeger, 2020 ; Subedi et al, 2020 ; Pokhrel and Chhetri, 2021 ; Hong et al, 2022 ). In this sense, it is posited that, from the implementation of new technological resources, students had to monitor, plan and evaluate the strategies they used, strengthening their metacognitive strategies ( Aguilar, 2020 ; Sánchez-Caballé et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Navarro,

Vega,

Bayona

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

IntroductionThe aim of this study was to examine the relationship between the technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education.MethodsThe participants were 301 university students from Lima. Structural equation model was used to test the proposed theoretical relationships between the variables. On the one hand, the study sought to explore the relationship between academic self-efficacy and self-regulation strategies with the technology acceptance model. On the other hand, it sought to determine whether the three dimensions of the technology acceptance model are positively related to perceived learning and academic performance.ResultsThe results suggest the importance of improving psychological variables such as self-efficacy and self-regulation strategies to improve the acceptance of technology, which would also improve the academic performance and perceived learning of students in a virtual environment.DiscussionThe discussion highlights the significance of self-efficacy and metacognitive strategies in influencing technology perception and attitudes, ultimately impacting perceived learning and academic performance in virtual education.

show abstract

Section: Introductionmentioning

confidence: 99%

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Navarro,

Vega,

Bayona

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…In this study, metacognition comprises metacognitive knowledge and metacognitive skills (Craig et al, 2020;Syahmani et al, 2020). The focus is on metacognitive skills through five aspects (Syahmani et al, 2020), namely: (1) representation (Tytler et al, 2020), (2) planning, (3) monitoring, (4) evaluation (van der Stel & Veenman, 2014;Ozturk, 2016;Wengrowicz et al, 2018;Hong et al, 2023), and (5) transfering skills (Heddy & Sinatra, 2013;Schuster et al, 2018Schuster et al, , 2020.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

Syahmani,

Hafizah,

Sholahuddin

et al. 2023

JPII

View full text Add to dashboard Cite

Conceptual change (CC) is a learning process in which students’ misconceptions are transformed into more scientific knowledge. The Metacognitive Conceptual Change (MCC) learning model is created by incorporating metacognitive skills and motivation elements into the CC model to make it more effective. It is necessary to look into the MCC model’s efficacy in encouraging students’ CC. This study aims to evaluate the MCC model’s effectiveness in improving conceptual changes in students through metacognitive skills, motivation, and scientific knowledge. This study used the experimental method with a one-group pretest-posttest design. The trial subjects were limited to 25 participants, while the broad trial subjects comprised 60 participants. Data was collected from tests, observations, questionnaires, and documentation. Data analysis techniques used in this study were descriptive, qualitative (n-gain test), and quantitative (paired t-test). The results demonstrate that the MCC learning model successfully raises students’ motivation, scientific knowledge, and metacognitive skills (p Sig. 0.05), encouraging the CC process. It is concluded that the MCC learning model effectively improves students’ CC by incorporating scientific knowledge, motivation, and metacognitive skills into instructional decisions. The MCC has practical implications for assessing CC through motivation and metacognitive scaffolding.

show abstract

The role of implicit theories of intelligence and personality in older adults’ resilience: cognitive functioning and social participation as two mediators

Zhou,

2024

Aging & Mental Health

View full text Add to dashboard Cite

The Effects of Implicit Belief of Intelligence on Metacognitive Skills and Project Design Engagement in an invention practice

Cited by 3 publications

References 61 publications

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Relationship between technology acceptance model, self-regulation strategies, and academic self-efficacy with academic performance and perceived learning among college students during remote education

Metacognitive Conceptual Change (MCC) Learning Model: Improving Students' Conceptual Change through Metacognitive Skills, Motivation, and Scientific Knowledge

The role of implicit theories of intelligence and personality in older adults’ resilience: cognitive functioning and social participation as two mediators

Contact Info

Product

Resources

About