The Experts below are selected from a list of 9120 Experts worldwide ranked by ideXlab platform
Yves Karlen - One of the best experts on this subject based on the ideXlab platform.
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the development of a new instrument to assess Metacognitive Strategy knowledge about academic writing and its relation to self regulated writing and writing performance
The Journal of Writing Research, 2017Co-Authors: Yves KarlenAbstract:Writing is a complex, recursive, and strategic process that requires Metacognitive competencies. Skillful writers have a high level of Metacognitive Strategy knowledge (MSK) and use strategies effectively. MSK about writing describes a person’s verbalizable knowledge and awareness of memory, comprehension, and higher order processes that underlie skillful writing. Measurement instruments assessing students’ MSK about academic writing in higher education that can be used for group settings and large samples are lacking. The aim of this article is to describe the development of a new MSK test instrument. The MSK test consists of three different writing scenarios related to the three self-regulated writing phases: planning prior to composing full text, monitoring the writing during composition, and subsequent revision. The findings of a pre-study (N = 51) and two studies (N = 23; N = 113) showed that the new MSK test is economical in use, is reliable and has high content validity. Further, the findings demonstrated external validity of the new instrument in terms of relationships with students’ Metacognitive Strategy use and writing performance. Implications for future research and educational practice are discussed.
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perceived learning environments and Metacognitive Strategy knowledge at the upper secondary school level
Journal for educational research online, 2016Co-Authors: Yves KarlenAbstract:There is evidence that students benefit from teachers’ explicit fostering of Metacognitive Strategy knowledge (MSK). However, there is insufficient understanding about the effect of implicit promotion of MSK in regular school instruction. This study investigates the relationship between perceived characteristics of learning environments (social climate, support, autonomy, self-reflection) and students’ MSK. A representative cohort of students ( N t1 = 1,272/ N t2 = 1,126) in Grades 10 and 11 at schools at the upper secondary education level (ISCED Level 3A) in Switzerland participated in this two-wave longitudinal study. Multilevel analysis showed effects on both the individual and the class level. Students who experienced higher social integration showed a higher extent of MSK at the beginning of the school year than students who experienced less social integration. Perceived autonomy was also positively related to students’ MSK on the individual level. In contrast, the results showed a negative relationship between perceived self-reflection and students’ MSK. On the class level, there was a negative relationship between self-reflection and students’ MSK. Teachers’ support did not correlate with students’ MSK on either the individual or the class level. Implications of these results for education and further studies are discussed.
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differences in students Metacognitive Strategy knowledge motivation and Strategy use a typology of self regulated learners
Journal of Educational Research, 2016Co-Authors: Yves KarlenAbstract:Metacognitive Strategy knowledge, motivation, and learning strategies play an important role in self-regulated learning (SRL). However, little is known about different profiles of self-regulated learners in schools that prepare students for the university entrance certificate. The aim of this study was to examine intraindividual differences in the patterns of students' SRL. In this 2-wave longitudinal study, 897 students were involved. Latent class analyses revealed four-cluster solutions at the beginning as well as at the end of the school year. Maximal self-regulated learners with the highest levels on all cognitive, Metacognitive, and motivational components of SRL reported the highest grades in the academic subject of German (first language) at both measurement points, followed by motivated and strategic learners. Students with a low level on several SRL components reported the lowest grades. Further, the results indicated changes in profiles of SRL over time.
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the effect of individual differences in the development of Metacognitive Strategy knowledge
Instructional Science, 2014Co-Authors: Yves Karlen, Katharina Maag Merki, Erich RamseierAbstract:The aim of this study was to investigate the development of Metacognitive Strategy knowledge (MSK) during schooling at the upper secondary education level and to examine its relation with individual student characteristics. This longitudinal study with two measurement points analyzed a sample of students in grades 10 and 11 from 19 schools preparing students for university in Switzerland. The findings showed no development of MSK within a single year of school. Individual differences appeared in the level and the change of MSK over time. Female students as well as students with higher SES displayed higher MSK than male students and students with lower SES at the first measurement point. Furthermore, SES predicted changes in MSK over time. Between learning motivation and MSK as well as self-efficacy and MSK, high correlations were found at t1. Neither learning motivation nor self-efficacy had an effect on the change of MSK over time. The results show that there is still substantial potential for MSK development at the upper secondary education level. Implications for education and further studies are discussed.
Jonathan S Jones - One of the best experts on this subject based on the ideXlab platform.
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the academic outcomes of working memory and Metacognitive Strategy training in children a double blind randomized controlled trial
Developmental Science, 2020Co-Authors: Jonathan S Jones, Fraser Milton, Mohammod Mostazir, Anna AdlamAbstract:Working memory training has been shown to improve performance on untrained working memory tasks in typically developing children, at least when compared to non-adaptive training; however, there is little evidence that it improves academic outcomes. The lack of transfer to academic outcomes may be because children are only learning skills and strategies in a very narrow context, which they are unable to apply to other tasks. Metacognitive Strategy interventions, which promote Metacognitive awareness and teach children general strategies that can be used on a variety of tasks, may be a crucial missing link in this regard. In this double-blind randomized controlled trial, 95 typically developing children aged 9-14 years were allocated to three cognitive training programmes that were conducted daily after-school. One group received Cogmed working memory training, another group received concurrent Cogmed and Metacognitive Strategy training, and the control group received adaptive visual search training, which better controls for expectancy and motivation than non-adaptive training. Children were assessed on four working memory tasks, reading comprehension, and mathematical reasoning before, immediately after, and 3 months after training. Working memory training improved working memory and mathematical reasoning relative to the control group. The improvements in working memory were maintained 3 months later, and these were significantly greater for the group that received Metacognitive Strategy training, compared to working memory training alone. Working memory training is a potentially effective educational intervention when provided in addition to school; however, future research will need to investigate ways to maintain academic improvements long term and to optimize Metacognitive Strategy training to promote far-transfer. A video abstract of this article can be viewed at https://youtu.be/-7MML48ZFgw.
Anna Adlam - One of the best experts on this subject based on the ideXlab platform.
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the academic outcomes of working memory and Metacognitive Strategy training in children a double blind randomized controlled trial
Developmental Science, 2020Co-Authors: Jonathan S Jones, Fraser Milton, Mohammod Mostazir, Anna AdlamAbstract:Working memory training has been shown to improve performance on untrained working memory tasks in typically developing children, at least when compared to non-adaptive training; however, there is little evidence that it improves academic outcomes. The lack of transfer to academic outcomes may be because children are only learning skills and strategies in a very narrow context, which they are unable to apply to other tasks. Metacognitive Strategy interventions, which promote Metacognitive awareness and teach children general strategies that can be used on a variety of tasks, may be a crucial missing link in this regard. In this double-blind randomized controlled trial, 95 typically developing children aged 9-14 years were allocated to three cognitive training programmes that were conducted daily after-school. One group received Cogmed working memory training, another group received concurrent Cogmed and Metacognitive Strategy training, and the control group received adaptive visual search training, which better controls for expectancy and motivation than non-adaptive training. Children were assessed on four working memory tasks, reading comprehension, and mathematical reasoning before, immediately after, and 3 months after training. Working memory training improved working memory and mathematical reasoning relative to the control group. The improvements in working memory were maintained 3 months later, and these were significantly greater for the group that received Metacognitive Strategy training, compared to working memory training alone. Working memory training is a potentially effective educational intervention when provided in addition to school; however, future research will need to investigate ways to maintain academic improvements long term and to optimize Metacognitive Strategy training to promote far-transfer. A video abstract of this article can be viewed at https://youtu.be/-7MML48ZFgw.
Marjorie Montague - One of the best experts on this subject based on the ideXlab platform.
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the effects of cognitive and Metacognitive Strategy instruction on the mathematical problem solving of middle school students with learning disabilities
Journal of Learning Disabilities, 1992Co-Authors: Marjorie MontagueAbstract:This study investigated the effects of cognitive and Metacognitive Strategy instruction on the mathematical problem solving of six middle school students with learning disabilities. Conditions of the multiple baseline, across-subjects design included baseline, two levels of treatment, setting and temporal generalization, and retraining. For Treatment 1, subjects received either cognitive or Metacognitive Strategy instruction. Treatment 2 consisted of instruction in the complementary component of the instructional program so that all subjects eventually received both cognitive and Metacognitive Strategy instruction. This design allowed a componential analysis of the content as well as sequence of instruction. Generally, subjects improved their mathematical problem solving as measured by performance on one-, two-, and three-step word problems. Discussion focused on effectiveness of treatment, acquisition and application of strategic knowledge, error pattern analysis, and the need to tailor instruction to the learner's individual characteristics.
Aek Phakiti - One of the best experts on this subject based on the ideXlab platform.
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test takers performance appraisals appraisal calibration and cognitive and Metacognitive Strategy use
Language Assessment Quarterly, 2016Co-Authors: Aek PhakitiAbstract:ABSTRACTThe current study explores the nature and relationships among test takers’ performance appraisals, appraisal calibration, and reported cognitive and Metacognitive Strategy use in a language test situation. Performance appraisals are executive processes of strategic competence for judging test performance (e.g., evaluating the correctness or appropriateness of responses to given test tasks). Appraisal calibration denotes a perfect match between appraisal confidence and actual test performance. 294 English as a foreign language (EFL) students took an English test, which was designed to measure four language areas (listening, grammar, vocabulary, and reading). The students reported their level of appraisal confidence immediately after answering each test question. At the end of the test, they were asked to report their overall appraisal confidence and perceived cognitive and Metacognitive Strategy use in the test. First, it was found that test takers were not well calibrated in all test sections. Sec...
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a closer look at the relationship of cognitive and Metacognitive Strategy use to efl reading achievement test performance
Language Testing, 2003Co-Authors: Aek PhakitiAbstract:This article reports on an investigation into the relationship of test-takers’ use of cognitive and Metacognitive strategies to the EFL (English as a foreign language) reading test performance. The study employed both quantitative and qualitative data analyses. The 384 students enrolled in a fundamental English course at a Thai university took an 85-item, multiple-choice reading comprehension achievement test, followed by a cognitive-Metacognitive questionnaire on how they thought while completing the test. Eight of these students (4 highly successful and 4 unsuccessful)were selected for retrospective interviews. The results suggested that (1) the use of cognitive and Metacognitive strategies had a positive relationship to the reading test performance; and (2) highly successful test-takers reported significantly higher Metacognitive Strategy use than the moderately successful ones who in turn reported higher use of these strategies than the unsuccessful test-takers. Discussion of the findings and implicat...