The cognitive processes modeled at the metacognitive level of the layered reference mode of the brain (LRMB) encompass those of object identification, abstraction, concept establishment, search, categorization, comparison, memorization, qualification, quantification, and selection. It is recognized that all higher layer cognitive processes of the brain rely on the metacognitive processes. Each ...

Metacognitive scaffolding in a computer-supported learning environment can influence students' metacognitive activities, metacognitive knowledge and domain knowledge. In this study we analyze how metacognitive activities mediate the relationships between different avatar scaffolds on students' learning. Multivariate, multilevel analysis of the 51,339 conversation turns by 54 elementary school s...

The cognitive processes modeled at the metacognitive level of the layered reference mode of the brain (LRMB) encompass those of object identification, abstraction, concept establishment, search, categorization, comparison, memorization, qualification, quantification, and selection. It is recognized that all higher layer cognitive processes of the brain rely on the metacognitive processes. Each ...

this study focuses on the relationship between lower-intermediate level efl learners’ metacognitive awareness and accuracy in self-assessment of a speaking test. we tried to raise the learners’ metacognitive awareness through practice in goal-setting and planning. to do so, 103 lower-intermediate level students took a pretest of speaking, completed a metacognitive awareness questionnaire, and h...

OBJECTIVE The aim of the current study is to investigate the relationship between metacognition and obsessive beliefs, and procrastination. METHODS 285 students of Tabriz and Mohaghegh Ardabili Universities, Iran, were selected by random sampling, and completed the metacognition (MCQ-30) questionnaire, obsessive beliefs questionnaire (OBQ-44), and General Procrastination Scale. The research m...

We examined the roles of metacognitive awareness of reading strategies, syntactic awareness in English, and English vocabulary knowledge in the English reading comprehension of Chinese-speaking university students (n = 278). Results suggested a two-factor model of a General Reading Knowledge factor (metacognitive awareness employed during the English reading process) and a Second Language (L2) ...

Metacognitive Orientation of the Class and the Students' Metacognitive Awareness and Academic Achievement R. Chaalmeh M. Foolaadchang, Ph.D. Given that the metacognitive orientation of a group of students depends on their metacognitive awareness, to assess the strength of this relation and its role in academic achievement, a cluster sample of 213 high school students with the ...

This research explored the possibility that a metacognitive control process (namely, the allocation of self-paced study time) might be affected by the output from metacognitive monitoring processes (i.e., ease-of-learning and/or feeling-of-knowing judgments). In three experiments, university undergraduates received instructions that emphasized either accuracy of learning or speed of learning. T...