The present study aims at exploring predictors influencing mathematics performance. More in particular, the study focuses on internal students‟ characteristics (gender, age, metacognitive experience, mathematics self-efficacy) and external contextual factors (GDP of school location, parents‟ educational level, teachers‟ educational level, and teacher beliefs). A sample of 1 749 students and 91 ...

Pintrich & De Groot, 1990). Motivational components include students' perceptions of the classroom environment as well as their self-related beliefs such as personal goals, self-efficacy, interest, and value beliefs. Cognitive components include students' content knowledge as well as various cognitive learning strategies such as rehearsal, elaboration, and organization, and metacognitive strate...

This study was designed to investigate the effects of cognitive and metacognitive listening strategies on the listening-related self-efficacy beliefs of EFL students. A total of 146 first-year students, studying at ELT Department of a state university’s educational faculty, took part in the study. The sample of this study is composed of the whole population. Motivational Strategies for Learning...

Maintaining adequate performance in dynamic and uncertain settings has been a perennial stumbling block for intelligent systems. Nevertheless, any system intended for real-world deployment must be able to accommodate unexpected change—that is, it must be perturbation tolerant. We have found that metacognitive monitoring and control—the ability of a system to self-monitor its own decision-making...

The Cognitive Attentional Syndrome Scale 1 Revised (CAS-1R) is a 10-item self-report measure designed to assess dysfunctional metacognition, transdiagnostic predictor of psychological disorders (e.g., generalized anxiety disorder, major depression disorder). Dysfunctional metacognition classified into “cognitive attentional syndrome” and “metacognitive beliefs,” the latter in turn negative posi...

Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (theMASRLmodel) distinguishes two levels of functioning in SRL, namely, the Person level and the Task× Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive kno...

An approach in modeling collaborative and metacognitive data is presented in this paper. The proposed scheme, namely Collaboration/ Metacognition–Adaptive Network-based Fuzzy Inference System (C/M-ANFIS), uses neurofuzzy structure to adaptively infer on the relation between the above data in a meaningful way. More specifically, the collaborative and metacognitive data refer to the participant’s...

OBJECTIVES This study investigated the applicability of the self-regulatory executive functioning (S-REF) model to performance test anxiety (PTA) in objective structured clinical examinations (OSCEs). Specifically, it examined the relative contributions of metacognitive beliefs, trait worry and attentional control to PTA. METHODS A cross-sectional design was used. Immediately prior to their f...