From Citizendium, the Citizens' Compendium
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- Metacognition and Learning
- Editor: M.V.J. Veenman; ISSN: 1556-1623 (print version); ISSN: 1556-1631 (electronic version); Springer US
- Publisher's Description:
- The journal "Metacognition and Learning" will address various components of metacognition, such as metacognitive awareness, experiences, knowledge, and executive skills
- Moreover, both general metacognition as well as domain-specific metacognitions in various task domains (mathematics, physics, reading, writing etc.) will be considered.
- Papers may address fundamental theoretical issues, measurement issues regarding both quantitative and qualitative methods, as well as empirical studies about individual differences in metacognition, relations with other learner characteristics and learning strategies, developmental issues, the training of metacognition components in learning, and the teacher’s role in metacognition training.
- Submitted papers will be judged on theoretical relevance, methodological thoroughness, and appeal to an international audience. The journal will aim for a high academic standard with relevance to the field of educational practices.
- One restriction is that papers should pertain to the role of metacognition in learning situations. Self-regulation in clinical settings, such as coping with phobia or anxiety outside learning situations, is beyond the scope of the journal.
- Representative article:
- Zemira R. Mevarech1 and Chagit Amrany (2008) Immediate and delayed effects of meta-cognitive instruction on regulation of cognition and mathematics achievement. 3:147-157.
- Abstract: The present study addressed two research questions: (a) the extent to which students who were exposed to meta-cognitive instruction are able to implement meta-cognitive processes in a delayed, stressful situation, in our case—being examined on the matriculation exam; and (b) whether students preparing themselves for the matriculation exam in mathematics, attain a higher level of mathematics achievement and meta-cognitive awareness (knowledge about cognition and regulation of cognition) as a result of being exposed to meta-cognitive instruction. Participants were 61 Israeli high school students who studied mathematics for four-point credit on the matriculation exam (middle level). About half of the students (N = 31) were assigned to meta-cognitive instruction, called IMPROVE, and the others (N = 30) studied with no explicit meta-cognitive guidance (control group). Analyses included both quantitative and qualitative methods. The later was based on students’ interviews, conducted about a couple of months after the end of the intervention, immediately after students completed the matriculation exam in mathematics. Results indicated that IMPROVE students outperformed their counterparts on mathematics achievement and regulation of cognition, but not on knowledge about cognition. Furthermore, during the matriculation exam, IMPROVE students executed different kinds of cognitive regulation processes than the control students. The theoretical and practical implications of the study are discussed.