Academic writing is a challenging task. Expert writers apply various writing skills as they anticipate the reader's view of their text while paying attention to structure and content. Research in the high school setting shows that the acquisition of writing skills can be supported by single-strategy training. However, research in higher education is scarce. We tested whether the development of ...

The aim of this article is to describe a structuralised cognitive group therapy - the meta-cognitive training for schizophrenia patients, developed in 2005 by S. Moritz and T. S. Woodward. This method is based on research results regarding cognitive biases observed in schizophrenia patients, which were briefly described. The metacognitive training could be administered by a therapist with group...

aims: metacognition deals with active monitoring and adjusting the results and cognitive processes to gain the purpose. academic self-efficacy is dependent on students’ perception of learning and is an important factor in the success of students reasoning. this study aimed to determine the effectiveness of metacognitive skills training on metacognitive awareness, self-efficacy and academic achi...

This study demonstrates that explicit metacognitive training appear to benefit lower achievers’ mathematical word problem solving in a computer environment. 11 to 12year-old Singaporean students in collaborative pairs were assigned to two word problem solving groups. The first group received explicit metacognitive training before word problem solving with WordMath (treatment); and the second gr...

this study aimed to compare some of the most important metacognitive belifes and thought control strategies among students with normal and pathological worry.the sample consisted of 146 undergratuate students selected by multiple clustering method.all subjects were asked to complete metacognitive belifes questionaire ( mcq(, penn state worry questionaure(pswq) and thought control strategies ( t...

The current study examines the contribution of a number of metacognitive and motivational variables in explaining specific, transfer and maintenance effects of a strategic memory training program, based on the use of mental imagery, in older adults. Participants were assessed before and after the training (immediately post-test, and at 3- and 6-month follow-up) on list recall (criterion) and wo...