Items to measure learning strategies were extracted from students' written narratives about their study and learning habits. A resulting 79-item instrument was administered to 321 graduate and undergraduate students. From factor analysis of the correlation matrix four factors were identified: (I) reflective metacognition, (II) procedural metacognition, (III) rote memorization, and (IV) procrast...

The present study was undertaken to investigate the relationship between metacognition, self-confidence and family environment of 10+1 students. sample consisted 800 students selected randomly from four districts Haryana (India). Metacognition Inventory by Govil (2003), Self-confidence inventory Agnihotri (1987) Family Environment scale Bhatia Chadha (1993) were used. findings indicate that the...

Considering the fact that academic curricula asks of students to perform better in an ever increasing information world and to be able to solve problems efficiently, this study was aimed at verifying if students will develop metacognition, the ability to reflect on one’s own cognitive processes to a significant degree, after receiving a short term training in concept-mapping, an information org...

This commentary asks whether the term “metacognition” means different things to researchers working in different subareas of cognitive and developmental psychology or whether they are just studying different aspects of the same underlying construct. The four articles in this special issue seem to be addressing phenomena that frequently share little except a label. Some of the phenomena that are...

Learning and thinking are synergistic actions of the way people develop knowledge to adapt to the world. The actions are collateral cognitive operations that share a unitary outcome of performance. And yet, it is not entirely clear how the operations actually take place-either at the neurological level of the brain, the metaphoric level of the mind, or the action-oriented level of behavior. In ...

Integration of metacognition strategies can increase the students’ knowledge about their own learning and empower them to self-regulate their learning process. To evaluate the students’ metacognitive abilities and how it contributes to their learning process as well as overall academic performance, a study was conducted in an introductory first-year, engineering classroom. Due to limited intera...