Metacognitive skills are critical in learning but difficult to teach. Thus the question becomes how can we facilitate metacognitive tutoring? We present an exploratory learning environment called MILA-T with embedded metacognitive tutors imitating five functional roles of teachers in classrooms. We tested MILA–T in a controlled experiment with 237 middle school students. We examine the impact o...

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...

This study demonstrates that explicit metacognitive training appear to benefit lower achievers’ mathematical word problem solving in a computer environment. 11 to 12year-old Singaporean students in collaborative pairs were assigned to two word problem solving groups. The first group received explicit metacognitive training before word problem solving with WordMath (treatment); and the second gr...

Research suggests that students in certain contexts who are “metacognitively aware learners” demonstrate better academic performance (Shraw & Dennison, 1994; Md. Yunus & Ali, 2008). In this research, the metacognitive levels for two classes of differential equations students were studied. Students completed a survey adapted from the Metacognitive Awareness Inventory (MAI) (Shraw & Dennison, 199...

Metacognition plays an essential role in learning mathematics. Due to missing tools for observation and evaluation of metacognitive activities in mathematics instruction, rarely anything is known about how metacognition is fostered in mathematics instruction. This paper presents the design of such an innovative tool. It also explains the methodology used to evaluate its reliability as well as t...

Several models were built recently in the metacognitive level of the students’ interaction with Cognitive Tutors, an intelligent tutoring system based on ACT-R theory. After finding suboptimal help-seeking behavior, we built a metacognitive model of desired help-seeking behavior (Aleven et al. in press). In a different Cognitive Tutor, Baker et al. (2004) built a model that identifies misuse of...

Worry is a common phenomenon in children and adolescents, with some experiencing excessive worries that cause significant distress and interference. The metacognitive model of generalized anxiety disorder (Wells 1995, 2009) was developed to explain cognitive processes associated with pathological worry in adults, particularly the role of positive and negative beliefs about worry. This review ev...

Metacognitive modeling has begun to play an increasingly important role in adaptive eLearning to support learning and self-regulating processes. It is essential that students learn to regulate their learning through self-reflection by acquiring monitoring and pro-active strategies. The ETTHOS model currently estimates the metacognitive state of the learner by modeling both metacognitive awarene...

This paper presents a study on the metacognitive strategies employed by English listeners in an EFL setting. The results of the study reveal that the subjects used directed attention most frequently and they used monitoring least frequently. Besides, there are differences in the use of metacognitive strategies between successful and unsuccessful listeners. The differences exist in the use of di...

Research has suggested that the high levels of depression and anxiety observed in Parkinson's disease are a primary consequence of its pathophysiology. This study aimed to test the hypothesis that a psychological factor, metacognitive style, is significantly associated with distress, independent of previously identified disease-related risk factors. Distress, metacognitive style and disease fac...