Recently, how to support development of a learner’s metacognitive skill is one of the most important topics in the research area of educational support systems. However, it is difficult for the researchers in the area to share research findings and reuse them each other, because there is a lack of common vocabulary to represent metacognitive phenomena and shared understandings of them. It cause...

OBJECTIVE Metacognitive methodologies are used to examine the integrity of self-referential processing in healthy adults and have been implemented to study disorders of the self-concept in neurologic and psychiatric populations. However, the extent to which metacognitive evaluations assess a uniquely self-evaluative capacity that cannot be explained fully by primary cognitive functions, demogra...

ôbjective: âpproximately 66-80%of graduate students experience statistics anxiety and some researchers propose that many students identify statistics courses as the most anxiety-inducing courses in their academic curriculums. âs such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. this paper proposes ...

Instructional design theories such as the cognitive load theory (CLT) or the cognitive theory of multimedia learning (CTML) explain learning difficulties in (computer-based) learning usually as a result of design deficiencies that hinder effective schema construction. However, learners often struggle even in well-designed learning environments. In this theoretical paper, I will argue that cogni...

Co-adapted learning involves complex, dynamically unfolding interactions between human and artificial pedagogical agents (PAs) during learning with intelligent systems. In general, these interactions lead to effective learning when (1) learners correctly monitor and regulate their cognitive and metacognitive processes in response to internal (e.g., accurate metacognitive judgments followed by t...

This study examined 1) experiences of six discrete emotions ‒ joy, pride, contentment, worry, shame, hopelessness ‒ after solving a math problem of students aged 10e12 years, and 2) the contribution of self-concept, metacognitive experiences (feeling of difficulty and feeling of success) and performance on emotions experienced after the task, controlling for gender and emotions experienced befo...

The purpose of this study was to investigate how reciprocal teaching and self-regulation affected reading comprehension of EFL learners at the high school level. 60 participants were selected and randomly assigned into two groups: an experimental group and a control group. The experimental group was taught through reciprocal teaching while the control group was taught through skill-based teachi...

Metacognitive knowledge is knowledge about learning. Recent research suggests that metacognitive knowledge plays an important function in cognitive activities concerning language use and acquisition. This paper aims to investigate the role of metacognitive knowledge in the English writing of Chinese EFL learners. The present study involves 120 non-English major freshmen in China as participants...

objective: the present research aims to analyze the efficacy of group metacognitive therapy (mct) on selfesteem and mental health of those who suffer from major depressive disorder. methods: the research was a randomized clinical controlled trial, using pretest and posttest with 2 months of follow-up. twenty-two patients with major depressive disorder based on dsm-iv-tr criteria were selected t...