Effective Metacognitive Factors in Students’ Depression

Presenting a Causal Model of effective factors on Metacognitive Awareness in Integrated Reverse Learning among Shiraz Medical sciences᾽ Students

Introduction: Metacognitive awareness is one of the explaining factors in students᾽ academic achievement. Metacognitive awareness is essential for the learning environment, through which learners can manage their knowledge and learning process. The aim of this study was to provide a causal model of the factors affecting metacognitive awareness in integrated reverse learning among medical studen...

Students' Points of View Regarding Effective Factors in Establishing Communication between Students and Faculty Members

Introduction: In order to improve the educational process, it is highly important to recognize effective factors in establishing communication between students and faculty member. This study was performed to determine students' points of view concerning such factors. Methods: In this descriptive-cross sectional study, 162 students from Arak Medical University were selected through stratified ...

Assessing Students’ Metacognitive Awareness of Reading Strategies

This article describes the development and validation of a new self-report instrument, the Metacognitive Awareness of Reading Strategies Inventory, which is designed to assess adolescent and adult readers’ metacognitive awareness and perceived use of reading strategies while reading academic or schoolrelated materials. There were 3 strategy subscales or factors: Global Reading Strategies, Probl...

Metacognitive Therapy for Anxiety and Depression

Students’ Metacognitive Calibration to Task Complexity

Introduction One of the core ideas of many models of self-regulated learning concerns learners’ adaptation of their learning process to external conditions of learning scenarios. Additionally, theoretical models as well as empirical studies indicate that these adaptations might be influenced by learner characteristics. Based on the COPES-model (Winne & Hadwin, 1998) we examined learners’ adapta...