While research in metacognition has grown significantly in the past 10 years, there has been a relative lack of research devoted to the focused study of the interactions between metacognition and affective processes. Computational models represent a useful tool which can help remedy this situation by constructing causal models of demonstrated correlational relationships, and by generating empir...

The present study employed an experimental design, to examine the role of metacognitive processing in the prevention of relapse to depression. Eighty remitted depressed participants were randomly allocated to receive training in the metacognitive style of rumination, distraction, acceptance or no training control prior to a negative mood induction. Rumination prolonged the intensity of the nega...

This study examined the interaction effect of level and instability motivation on different learning strategies in university at contextual level. Two levels—introjected identified regulation—and three types strategies—metacognitive, writing-repetition, deep-processing—were measured. Self-reported questionnaires were administered to students from two univ...

Working from information processing theory and research, the authors identify several basic processes that underlie cognitive development and that are capable of providing the foundation for cognitive and metacognitive approaches to early education. These include: increased processing efficiency; expansion of working memory capacity; automatization of cognitive processes (to lessen demand on wo...

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...

Humans and other animals constantly evaluate their decisions in order to learn and behave adaptively. Experimentally, such evaluation processes are accessed using metacognitive reports made after decisions, typically using verbally formulated confidence scales. When subjects report high confidence, it reflects a high certainty of being correct, but a low confidence might signify either low cert...