A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
The role of metacognition in the context of integrated strategy intervention
Tekijät: Vauras Marja, Kinnunen Riitta, Rauhanummi Tiina
Kustantaja: INST SUPERIOR PSICOLOGIA APLICADA
Julkaisuvuosi: 1999
Journal: European Journal of Psychology of Education
Tietokannassa oleva lehden nimi: EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
Lehden akronyymi: EUR J PSYCHOL EDUC
Vuosikerta: 14
Numero: 4
Aloitussivu: 555
Lopetussivu: 569
Sivujen määrä: 15
ISSN: 0256-2928
eISSN: 1878-5174
DOI: https://doi.org/10.1007/BF03172979
Verkko-osoite: https://link.springer.com/article/10.1007/BF03172979
Tiivistelmä
In the present study, the role of metacognition in the context of integrated strategy intervention was examined The integrated strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with young 9-10-years-old, 3rd grade elementary school students with learning problems, A pretest-post test design with matched intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed up through Ist to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that early, 1st grade, cognitive-metacognitive differences,were strongly associated with later problem solving and reading comprehension proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem solving. Further, marked training effects were found, The growth of metacognitive awareness, experiences and self-regulation were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite significant training effects, students who were resistant and those who were responsive to training were identified. The results showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions.
In the present study, the role of metacognition in the context of integrated strategy intervention was examined The integrated strategy training in reading comprehension, mathematics, and metacognition was carried out over a period of seven months with young 9-10-years-old, 3rd grade elementary school students with learning problems, A pretest-post test design with matched intervention and control groups was applied. Before the intervention, these students and all their classmates had been followed up through Ist to 3rd grade, and tested with multiple cognitive and metacognitive tasks each year. The results showed that early, 1st grade, cognitive-metacognitive differences,were strongly associated with later problem solving and reading comprehension proficiency, thus confirming the importance of reading comprehension strategies and metacognition in mathematical problem solving. Further, marked training effects were found, The growth of metacognitive awareness, experiences and self-regulation were observed on the basis of behaviour analyses during the intervention and of post-intervention interviews. However, despite significant training effects, students who were resistant and those who were responsive to training were identified. The results showed that early metacognitive proficiency is closely associated with the responsiveness to training efforts. The nature of metacognitive experiences and the early teaching of metacognitive awareness and self-regulation are emphasised in the conclusions.
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