The relation between intellectual and metacognitive skills from a developmental perspective

Veenman, Marcel V. J.; Wilhelm, Pascal; Beishuizen, J.J.

doi:10.1016/j.learninstruc.2003.10.004

Cited by 299 publications

(202 citation statements)

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“…The data from this study converge with other studies in the area, in which specific behaviors have been mapped as predictors of mental health or social anxiety, according to their frequency and quality, these being: communication (Furmark, 2000;Strahan, 2003), public speaking (Furmark, 2000), loving relationships (Furmark, 2000), family relationships (Bolsoni- Silva et al, 2010;Furmark, 2000), presenting and expressing one's self socially (Strahan, 2003) having selfcontrol skills, self-monitoring (Veenman et al, 2004) and coping with difficult situations (Schenker & Minayo, 2005;Silva & Murta, 2009), as well as coping with peer pressure and refusing harmful invitations (Silva & Murta, 2009).…”

Section: Discussionsupporting

confidence: 80%

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The Role of Social Skills in Social Anxiety of University Students

Bolsoni-Silva

Loureiro

2014

Paidéia (Ribeirão Preto)

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Social anxiety is one of the most frequent mental health problems and there is no consensus regarding the relation between social skills and anxiety. This study aimed to compare the behavioral indicators of social skills presented by university students with social anxiety in relation to a non-clinical group, and to verify the predictive value of the social skills for social anxiety. Participants were 288 university students, 144 with Anxiety Disorder and 144 non-clinical. Social skills were assessed using the QHC-University (Social Skills, Behaviors and Context Assessment Questionnaire for University Students) and the IHS-Del-Prette instruments. Mental health indicators were assessed through screening and diagnostic instruments. Through univariate and multivariate analysis an association was found between social skills and anxiety, highlighting public speaking, potential, difficulties, and the total social skills score as predictors of social anxiety, which contributes to demonstrating the role the resources and difficulties play in this.

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Section: Discussionsupporting

confidence: 80%

“…Conversely, other studies found that faced with social interactions the skills of self-control, self-regulation and monitoring of one's own behavior, were indicative of academic competence (Veenman, Wilhelm, & Beishuizen, 2004) and mental health (Ciarrochi, Deane, & Anderson, 2002).…”

mentioning

confidence: 90%

The Role of Social Skills in Social Anxiety of University Students

Bolsoni-Silva

Loureiro

2014

Paidéia (Ribeirão Preto)

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“…This is a common approach in the scoring of think-aloud data (c.f. Elshout et al 1993;Veenman et al 2000Veenman et al , 2004. Observation of students' scores on the items of the instrument shows that some regulation activities were not used by the relatively young students in the sample.…”

Section: Instrumentsmentioning

confidence: 98%

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

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Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

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“…Veenman, Wilhelm, and Beishuizen (2004) and Veenman and Spaans (2005) found that metacognitive skills and intelligence are moderately correlated. On average, intelligence uniquely accounts for 10% of variance in learning, metacognitive skills uniquely accounts for 17% of the variance, whereas both predictors together share another 20% of variance in learning for students of different ages and background, for different types of tasks, and for different domains.…”

mentioning

confidence: 99%

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

School Effectiveness and School Improvement

353

214

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One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on "new learning" and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that "state-of-the-art" understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

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The relation between intellectual and metacognitive skills from a developmental perspective

Cited by 299 publications

References 50 publications

The Role of Social Skills in Social Anxiety of University Students

The Role of Social Skills in Social Anxiety of University Students

Towards efficient measurement of metacognition in mathematical problem solving

State of the art – teacher effectiveness and professional learning

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