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...

Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability (the relationship between task performance and confidence) develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a v...

objective: the aim of the current study is to investigate the relationship between metacognition and obsessive beliefs, and procrastination. methods: 285 students of tabriz and mohaghegh ardabili universities, iran, were selected by random sampling, and completed the metacognition (mcq-30) questionnaire, obsessive beliefs questionnaire (obq-44), and general procrastination scale. the research m...

introduction: the aim of the present study was to investigate the role of metacognitive beliefs in depression by the mediating role of rumination. method: the present study was conducted with a correlational method. therefore, 275 students of the university of tabriz were selected using a stratified sampling method. beck’s depression inventory, wells’ metacognitive questionnaire and treynor’s r...

aims: metacognition deals with active monitoring and adjusting the results and cognitive processes to gain the purpose. academic self-efficacy is dependent on students’ perception of learning and is an important factor in the success of students reasoning. this study aimed to determine the effectiveness of metacognitive skills training on metacognitive awareness, self-efficacy and academic achi...

Several computer-based learning support systems and methods help learners to master metacognitive activity. Which systems and methods are designed to eliminate which difficulties associated with the learning of metacognitive activity through its clear specification? We adopt a method in our research that supports learning by eliminating salient difficulties. We believe that it is possible to el...