Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge-our awareness of our thinking-and metacognitive regulation-how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation assignments following the first and second exams in ...

Background: Addressing one’s metacognitive beliefs is a relatively new, yet promising approach in the treatment of adolescent depression. However, multiple aspects of metacognition can be found in cognitive measures that were created prior to this recent focus. Objectives: The current study leveraged data collected from the Oregon Adolescent Depression Project (OADP) to address a series of ques...

Objective: The aim of the current study was to investigate the role of fusion beliefs and metacognitions in obsessive–compulsive symptoms in the general population. Methods: A sample of 200 students of Kharazmi University was selected from various faculties and completed the following questionnaires: Metacognitions Questionnaire-30 (MCQ-30), Thought-Fusion Instrument (TFI) and Maudsley Obses...

Teaching students self-regulatory skills in addition to classical subject-matter knowledge is currently viewed as one of the major goals of education. At the same time, self-regulated learning (SRL) is a vital prerequisite for the successful acquisition of knowledge in school and beyond, and is thus of particular importance with respect to lifelong learning. In view of the difficulties in predi...

this study aimed to develop and validate an instrument to evaluate english language teachers’ lesson plan- ning self-concept. to this end, 30 english teachers were asked to prepare a sample lesson plan and 15 of them were invited to participate in a semi-structured interview. a tentative questionnaire including six fac- tors namely: classroom management, lesson planning conformity, planning eff...

The purpose of this research was to develop and test a model of effective selfregulated learning. Based on effort expenditure we discerned effective self-regulators and less effective self-regulators. The model comprised achievement goals (mastery, performance-approach and -avoidance goals), metacognition (metacognitive knowledge, regulation and experience), study strategies (metacognitive, dee...

The paper addresses issues related to the accuracy of metacognitive monitoring and the effectiveness of control. Based on the enriched model of metacognition (Efklides, 2008), the facets and levels of functioning of metacognition are presented as well as the processes underlying each facet at the various levels of metacognition. Review of current research on monitoring (i.e., metacognitive expe...