/pdf/what-s-all-the-fuss-about-34byzvo21t.pdf

What's All the Fuss About?

Self-Regulated Learning Training Programs Enhance University Students’ Academic Performance, Self-Regulated Learning Strategies, and Motivation: A Meta-Analysis

Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students

The aim of the present study was to explore students’ learning-related cognitions prior to an in-class achievement test, with a focus on metacognitive strategy use. A sample of 70 students in grade 11 (58.6% female, years) completed a series of structured, state-based measures over a two-week period via the experience sampling method until the day before a class test. Results illustrated students’ self-regulatory ability to preserve their motivational and cognitive resources, with test-related cognitions evidenced significantly more often in learning-related as opposed leisure settings. Metacognitive strategy use was also found to significantly increase as the test date approached underscoring the goal-oriented nature of situated learning behaviors. Higher intercepts and increases in frequency of test-related cognitions over time positively corresponded to test performance. Of the three metacognitive strategies assessed, monitoring was found to positively correspond with test performance. Implications for future practice as well as implications for future research employing the experience sampling method are discussed.

/pdf/metacognitive-strategies-and-test-performance-an-experience-3wpq6dhyzh.pdf

Metacognitive Strategies and Test Performance: An Experience Sampling Analysis of Students' Learning Behavior

Inverting the classroom in college Algebra: An examination of student perceptions and engagement and their effects on grade outcomes

Although the current literature supports the effectiveness of metacognition as a learning strategy, little is known about the effects of metacognition on academic achievement and happiness. This study analyzed the effectiveness of training metacognition on the academic achievement and happiness of Esfahan University conditional students. Conditional students are the students whose averages are lower than 12 (12 out of 20). After three times of becoming conditional they are expelled from university. The sample consisted of 60 once-conditional female students. They were randomly selected and allocated to an experimental group and a control group. The independent variable was the metacognitive training sessions performed in the experimental group. The Oxford Happiness Questionnaire scores and the students’ second semester average scores in 2003–2004 were dependent variables. The study predicted that training in metacognition should have positive effects on the academic achievement and that it would increase ...

The effects of metacognitive training on the academic achievement and happiness of Esfahan University conditional students

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The effects of metacognitive training on the academic achievement and happiness of Esfahan University conditional students