The Influence of Metacognitive Self - Regulation and Ability Levels on Problem Solving

Research states that metacognitive monitoring and control are important skills for successful problem solving (e.g., Artzt & Armour-Thomas 1992; Carr & Jessup, 1997; Hmelo & Cote, 1996; Tobias & Everson, 1995). In particular, research has demonstrated that certain self-regulatory and metacognitive skills predict problem solving success as well as or better than traditional predictors of general ability such as achievement scores (Swanson, 1990). The purpose of this research study was twofold. First, we sought to examine particular metacognitive monitoring and regulatory skills in the context of solving science problems in a computer-based learning environment. Second we sought to confirm and extend Swanson's (1990) work using a different measure for metacognition and multiple measures of ability, achievement, and aptitude. There were several noteworthy findings. Knowledge of Cognition, Objectivity, and Problem Representation predicted successful problem solving, as hypothesized. In terms of confirming and extending Swanson’s (1990) work, we found congruent results— high levels of metacognitive self-regulation compensated for low overall abilities. This research also confirmed Swanson's assertion that the constructs of metacognition and ability, achievement, and aptitude operate as independent processes. Results further demonstrated that metacognitive self-regulation was a better predictor of success at problem solving than many standardized measures used in classrooms across the country. It is our hope that such research will eventually lead to the development of a model for problem-solving activities and computer-based materials that would foster metacognitive self-regulation.