The current study evaluated a metacognitive account of study time allocation, which argues that metacognitive monitoring of recognition test accuracy and latency influences subsequent strategic control and regulation. The authors examined judgments of learning (JOLs), recognition test confidence judgments (CJs), and subjective response time (RT) judgments by younger and older adults in an assoc...

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...

this study aimed to investigate the relationship between metacognitive beliefs and self-efficacy in elementary school teachers and their professional skills of orumieh city. the population of this study was all 984 elementary school teachers of second region of orumieh ,so 276 of them were chosen according to kocran formula. three metacognitive beliefs, professional competence and sherer’s self...

Having as an objective to support students in collaborating/communicating fruitfully with respect to the underlying collaborative learning setting, we developed ACT, a synchronous communication tool which supports mechanisms for students’ self-regulation as well as for the adaptation and personalization of the communication. The self-regulation mechanism enables the diagnosis and the evaluation...

Metacognition in the form of metacognitive knowledge (MK) -in this case, beliefs about learning-provides a database from which the learner can select strategies for the regulation of learning. However, strategic regulation presupposes that the learner is aware that learning is not progressing well, or fluently, or has failed. This awareness takes the form of metacognitive experiences (ME), that...

The ability to manage study activities by themselves is one of the educational goals that learners should achieve at the end of secondary school. Self-regulation, however, includes a variety of metacognitive issues. Firstly, self-regulated students should be aware of the mental processes they rely on when performing cognitive tasks, of the degree of autonomy they are allowed in managing study a...

In self-paced learning, when the regulation of effort is goal driven (e.g., allocated to different items according to their relative importance), judgments of learning (JOLs) increase with study time. When it is data driven (i.e., determined by the ease of committing the item to memory), JOLs decrease with study time (Koriat, Ma'ayan, & Nussinson, 2006). Because the amount of effort invested in...

A mixed methods study investigated the role of self-regulation in entrepreneurial decision-making, including the significance of learning in relation to those processes. Findings from survey data measuring three existing self-regulatory constructs—regulatory pride, entrepreneurial self-efficacy, and metacognitive awareness—suggest that entrepreneurs are distinguished from other managers by a di...

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...