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Modelling the Components of Metacognitive Awareness
Tekijät: Heli Kallio, Kalle Virta, Manne Kallio
Kustantaja: HIPATIA PRESS
Julkaisuvuosi: 2018
Journal: International Journal of Education Psychology
Tietokannassa oleva lehden nimi: INTERNATIONAL JOURNAL OF EDUCATIONAL PSYCHOLOGY
Lehden akronyymi: INT J EDUC PSYCHOL
Vuosikerta: 7
Numero: 2
Aloitussivu: 94
Lopetussivu: 122
Sivujen määrä: 29
ISSN: 2014-3591
eISSN: 2014-3591
DOI: https://doi.org/10.17583/ijep.2018.2789
Rinnakkaistallenteen osoite: https://research.utu.fi/converis/portal/detail/Publication/32126174
Metacognitive awareness consists of two components, i.e. regulation of cognition and knowledge of cognition. In earlier studies self-evaluation is aligned as a sub-component of regulation of cognition. However, in this study we point out that self-evaluation does not actually regulate the ongoing or forthcoming process but it is a tool used to reflect both knowledge and regulation. This alignment is modelled to assess to what extend self-evaluation can be predicted by the other components of the metacognitive awareness. The model is tested empirically among vocational education students (N=578) using the Metacognitive Awareness Inventory (MAI). The results of SEM concludes that the conditions and goals appointed by the learner predict the selection of contents and strategies towards self-evaluation of one's own learning. In other words, by measuring planning or conditional knowledge we could predict other components of knowledge or regulation and, especially, self-evaluation. The findings of this study extensively confirm that planning and knowledge of conditions predict success through the learning process. The results encourage teachers to support students in improving their metacognitive awareness, i.e. expect them to set goals for their own learning.
Ladattava julkaisu This is an electronic reprint of the original article. |  |
