Kuhn answers two “fundamental” questions in her article. “Where does metacognition come from and what kinds of it are there?” She also discusses the relationship between cognition and metacognition.
Kuhn, D. (2000) Metacognitive Development. Current Directions in Psychological Science, Vol. 9, No. 5 (Oct., 2000), pp. 178-181
“Metacognitive knowledge is a new category of knowledge in the revised Taxonomy.” According to Pintrich, strategic knowledge, self-knowledge and the knowledge of tasks and their contexts are the three important types of metacognitive knowledge.
Paul R. Pintrich (2002) The Role of Metacognitive Knowledge in Learning, Teaching, and
Assessing, Theory Into Practice, 41:4, 219-225, DOI: 10.1207/s15430421tip4104_3
The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing
You may also read one of the blog entries that relates to this article by clicking here
This article includes six instructional strategies that promote self-regulation and ways that motivational cognitive and metacognitive skills can be enhanced using these strategies.
Research in Science Education, 2006, Volume 36, Number 1-2, Page 111. Gregory Schraw, Kent J. Crippen, Kendall Hartley
This chapter talks about the problems in students’ motivation to learn and how self-regulated learning can provide some insights to issues such as, how come students care more about their grades than learning the disciplinary content of their courses?, why do students wait until the last minute to fulfill the obligations of their courses such as studying for an exam or writing a paper?
R.P. Perry and J.C. Smart (eds.), The Scholarship of Teaching and Learning in Higher Education: An Evidence-Based Perspective, 731–810. Pintrich and Zusho: Student Motivation and Self-Regulated Learning in the Classroom
Student Motivation and Self-Regulated Learning in the College Classroom
This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.”
Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois
(2004) Metacognition and Self-Regulated Learning Constructs, Educational Research and
Evaluation: An International Journal on Theory and Practice, 10:2, 117-139
By Lodge and Larmar, This article focuses on how significant it is to encourage metacognitive processing as a means of increasing student retention, enhancing university engagement and lifelong learning.
Larmar, S. & Lodge, J. (2014). Making sense of how I learn: Metacognitive capital and the first year
university student. The International Journal of the First Year in Higher Education, 5(1). 93-105. doi:
10.5204/intjfyhe.v5i1.193
“Elizabeth Yost Hammer, PhD, of Xavier University of Louisiana, discusses why psychology teachers are uniquely positioned not only to teach the content of psychology but also to teach students how to learn. Hammer presents some strategies to teach metacognitive skills in the classroom to enhance learning and improve study skills and encourages teachers to present students with information about Carol Dweck’s model of the “Fixed Intelligence Mindset.””
Dr. Elizabeth Yost Hammer’s Presentation (45 Minutes)
“Dr. Derek Cabrera is an internationally recognized expert in metacognition (thinking about thinking), epistemology (the study of knowledge), human and organizational learning, and education. He completed his PhD and post-doctoral studies at Cornell University and served as faculty at Cornell and researcher at the Santa Fe Institute. He leads the Cabrera Research Lab, is the author of five books, numerous journal articles, and a US patent. Derek discovered DSRP Theory and in this talk he explains its benefits and the imperative for making it part of every students’ life.”
DSRP consists of four interrelated structures (or patterns), each structure has two opposing elements. The structures and their elements are:
https://youtu.be/dUqRTWCdXt4 (15 minutes)
In this article Savia Countinho investigates the relationship between mastery goals, performance goals, metacognition (using the Metacognitive Awareness Inventory), and academic success.
Countinho, S. (2007). The relationship between goals, metacognition, and academic success. Educate. 7(1), p. 39-47
Stewart, Cooper and Moulding investigate adult metacognition development, specifically comparing pre-service teachers and practicing teachers. They used the Metacognitive Awareness Inventory and found that metacognition improves significantly with age and with years of teaching experience, but not with gender or level of teaching (Pre-K though post-secondary ed levels).
Stewart, P. W., Cooper. S. S., & Moulding, L. R. (2007). Metacognitive development in professional educators. The Researcher, 21(1), 32-40.
Clinical Supervision is a model of supervisor (or peer) review that stresses the benefits of a teacher-led self-analysis of teaching in the post-conference versus a conference dominated by the judgments of the supervisor. Through self-reflection, teachers are challenged to use metacognitive processes to determine the effects of their teaching decisions and actions on student learning. The Clinical Supervision model is equally applicable to all levels of schooling and all disciplines. This video walks you through the process.
by Arthur L. Costa, Ed. D. (Professor Emeritus, California State University, Sacramento). This paper summarizes 16 attributes of what human beings do when they behave intelligently, referred to as Habits of Mind. Metacognition is the 5th mentioned (see a nice summary of all 16 on the final page). Dr. Costa points out that these “Habits of Mind transcend all subject matters commonly taught in school. They are characteristic of peak performers whether they are in homes, schools, athletic fields,organizations, the military, governments, churches or corporations.”
Todd Zakrajsek considers the importance of focusing on the process of learning and looking for opportunities exercise our understanding.
Tesia Marshik considers widespread misconception that effective learning depends on a particular learning style.
This sometimes humorous article by Justin Kruger and David Dunning describes a series of four experiments that “that incompetent individuals have more difficulty recognizing their true level of ability than do more competent individuals and that a lack of metacognitive skills may underlie this deficiency.” It also includes a nice review of the literature and several examples to support their study.
Unskilled and Unaware of It: How Difficulties in Recognizing One’s Own Incompetence Lead to Inflated Self-Assessments, Journal of Personality and Social Psychology 1999, Vol. 77, No. 6. 121-1134
In this post by by Leonard Geddes, Transforming Your Tutoring Program: How to Move Beyond Important to Being Impactful, he makes a case for training tutors so that they can help their clients become metacognitive learners. The post is largely an advertisement for a LearnWell webinar, but the idea of training tutors seems worthwhile.
This is a very good video by Elizabeth Yost from Xavier University about how to teach metacognitive skills in the higher education classroom.
http://youtu.be/Tr37GOSEukw?list=PLxf85IzktYWJH0behJ-ZQeZnsUQGzvFFf
In Gregg Schraw’s (2009) chapter, Measuring Metacognitive Judgments, he artfully provides a taxonomy of calibration measures that attempt to assesses metacognitive judgment of learning. For more information, follow the hyperlink below.
Schraw, G. (2009). Measuring Metacognitive Judgments. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.). Handbook of metacognition in education, 415.
“This study examined the effect of strategy instruction and incentives on performance, confidence, and calibration accuracy. Individuals (N = 107) in randomly assigned treatment groups received a multicomponent strategy instruction intervention, financial incentives for high performance, or both. The authors predicted that incentives would improve performance, while strategy instruction would improve performance, confidence, and calibration accuracy as a result of better monitoring and self-regulation of learning. The authors compared pre- and posttest items and 20 new posttest-only items. They found significant effects for strategy training on performance, confidence, and calibration accuracy, as well as the interaction between strategy training and time on calibration accuracy. Incentives improved performance and calibration accuracy, either directly, or through an interaction with strategy training. Implications for future research are discussed.” For more information about this article, follow the link below.
Gutierrez, A. P., & Schraw, G. (2014). Effects of Strategy Training and Incentives on Students’ Performance, Confidence, and Calibration. The Journal of Experimental Education, (ahead-of-print), 1-19.
“The target articles make significant advances in our understanding of students’ judgments of their cognitive processes and products. In general, the advances are relative to a subset of common themes, which we call the four cornerstones of research on metacognitive judgments. We discuss how the target articles build on these cornerstones (judgment bases, judgment accuracy, judgment reliability, and control) and how they are relevant to improving student achievement.” (p. 58) For more information about this article, follow the link below.
Dunlosky, J., & Thiede, K. W. (2013). Four cornerstones of calibration research: Why understanding students’ judgments can improve their achievement. Learning and Instruction, 24, 58-61.