Research in metacognition (Koriat, Ma'ayan, & Nussinson, 2006) suggests bidirectional links between monitoring and control during learning: When self-regulation is goal-driven, monitoring affects control so that increased study time (ST) enhances judgments of learning (JOLs). However, when self-regulation is data-driven, JOLs are based on the feedback from control, and therefore JOLs decrease w...

The Metacognitive, Affective, Cognitive Experience (MACE) questionnaire was designed to assess metacognition across sleep and waking (Kahan & LaBerge, 1996). The present research evaluates the psychometric properties of the MACE. Data from two recent studies (N=185) were used to assess the inter-item consistency, test-retest reliability, and factorial, convergent, and discriminant validity of t...

In this study, the understanding of self-regulated learning as one key competences in contemporary education was based on Pintrich?s model learning. The goal to examine links between different motivational orientations and strategies among university students Serbia explore relations these variables hand academic achievement, gender, field year study other. A total 520 enrolled art, science, so...

Introduction This paper explores the trilateral relationship among metacognition, emotional regulation, and reflection under integrative framework of metacognitive reflection. Methods Data were gathered from undergraduate participants at a large state university on East Coast ( N = 493). The quantitative data derived from: Metacognitive Awareness Inventory (MAI), Self-Reflection Insight Scale (...

Metacognitive Orientation of the Class and the Students' Metacognitive Awareness and Academic Achievement R. Chaalmeh M. Foolaadchang, Ph.D. Given that the metacognitive orientation of a group of students depends on their metacognitive awareness, to assess the strength of this relation and its role in academic achievement, a cluster sample of 213 high school students with the ...

A new architectural framework for a metacognitive tutoring system is presented that is aimed to stimulate self-regulatory behavior in the learner. The new framework extends the cognitive architecture of TutorJ that has been already proposed by some of the authors. TutorJ relies mainly on dialogic interaction with the user, and makes use of a statistical dialogue planner implemented through a Pa...

To date, research on the relation between learning self-regulation and academic achievement has generally show disparate results. This work intends to look into this relation from a new perspective, which consists in classifying the students as more or less self-regulated depending on diverse indicators and using cluster analysis. The aim of this work was to identify the possible self-regulated...

background: several studies have shown that attentional bias plays a role in the beginning, persistence and relapse of substance abuse disorder. therefore, identifying the factors related to attentional bias in substance abusers is important. in so doing, the present study was aimed at examining the relationship between attentional bias, anxiety sensitivity and metacognitive beliefs in substanc...

Learning foreign language is challenging, especially so without a proper learning approach to the language. Therefore, one should equip oneself with suitable strategies. Teachers be perceptive of different strategies in learners and which they benefit most. This quantitative research carried out investigate how use cognitive metacognitive French as The instrument used study survey adapted from ...