Temat: metacognition - Prolib Integro

Skocz do pozycji: 1.

Tytuł:: Mindfulness in educational context – theory, research and practice
Autorzy:: Aneta, Gop,
Tematy:: mindfulness
education
metacognition; Pokaż więcej
Wydawca:: Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Powiązania:: https://bibliotekanauki.pl/articles/890501.pdf Link otwiera się w nowym oknie
Opis:: This article is a short overview of mindfulness training in groups of children and adolescents. It starts with considering the needs of this specific intervention technique. In the next part it tries to discuss the definition of mindfulness, its cognitive mechanism and results of empirical research. In the last paragraphs the article shows examples of mindfulness training for children with practical suggestions for teaching mindfulness as well as the pedagogical role of mindfulness.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 2.

Tytuł:: On the construction of the metacognitive questionnaire : a report on the piloting stage
Autorzy:: Kusiak-Pisowacka, Monika
Wydawca:: Education Department, Antioch University
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 3.

Tytuł:: Metacognition increases the severity of depression through trait anxiety in a nonclinical population
Autorzy:: Cichoń, Ewelina
Kryciński, Radosław
Florkowski, Marcin
Szczepanowski, Remigiusz
Tematy:: depression
anxiety
metacognition
mediation analysis; Pokaż więcej
Wydawca:: Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Powiązania:: https://bibliotekanauki.pl/articles/2127371.pdf Link otwiera się w nowym oknie
Opis:: Previous studies show that maladaptive metacognitive beliefs may constitute the psychopathological core of anxiety and depression. Recent findings also indicate that anxiety exacerbates the severity of depression. We investigated the hypothesis that anxiety mediates the relationship between faulty metacognitive beliefs and depressive symptoms in normal subjects. Two hundred and eight normal participants completed the Metacognitions Questionnaire (MCQ), the State-Trait Anxiety Inventory(STAI), and the Beck Depression Inventory (BDI). We performed mediation analysis to explore the relationships between metacognition, depression, and trait anxiety as a mediator. Our study showed that positive beliefs about worry, negative beliefs about uncontrollability and danger, low cognitive confidence, and negative beliefs about the need to control thoughts, and cognitive self-consciousness were mediated by the level of anxiety associated withthe severity of depression. Moreover, the mediation analysis indicated that only cognitive confidence beliefs directly influenced the intensity of depressive symptoms.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 4.

Tytuł:: Mechanizmy motywacji a wybór strategii uczenia się uczniów szkół gimnazjalnych z i bez specyficznych trudności w uczeniu się
Autorzy:: Kucharczyk, Izabella
Dłużniewska, Agnieszka
Tematy:: metacognition
cognitive strategies
metacognitive strategies; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/937717.pdf Link otwiera się w nowym oknie
Opis:: The purpose of this article is to present the results of research concern setting of motivated and cognitive strategies in learning goals achieving by students with and without dyslexia in secondary school. The study included 110 students studying in secondary schools in the Mazovian region. The study used questionnaire Goal Orientations and Learning Strategies Survey (GOAL-S) M. Dowson and D.M. McInerney (2004) in the Polish adaptation of A. Dłużniewska and I. Kucharczyk. Detailed analysis of the results indicates the relationship between the kind of motivation and choice of cognitive and metacognitive strategies of learning. The current study allows to extract factors that are important in achieving success in academic achievements of students with and without special educational needs.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 5.

Tytuł:: Metacognitive Behaviours of the Eighth Grade Gifted Students in Problem Solving Process
Autorzy:: Yildiz, Avni
Baltaci, Serdal
Güven, Bülent
Tematy:: metacognition
gifted students
problem solving; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/58474240.pdf Link otwiera się w nowym oknie
Opis:: This research aims to examine how gifted students exert their metacognition in each problem-solving step while solving a problem. In this sense, the researchers gave four students of the 8^th grade three mathematics problems. The data of the study was collected through clinical interviews. The voice recordings of the students during the problem solving process and the solutions they wrote on paper formed the data of the study. The findings show that gifted students display metacognitive behaviours in problem solving process intensity. It was also observed that gifted students display some metacognitive behaviours which had not been determined by researchers before. These behaviours are seen at the stage of looking back and they are revision of connections between topics which were learnt in the past after solving a problem and relaxation of brain in order to evaluate what has been done by thinking over alternative ways. The findings of the research are important in terms of determining how gifted students exert their metacognition in each problem-solving step.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 6.

Tytuł:: A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness
Autorzy:: Zeng, Yajun
Goh, Christine C. M.
Tematy:: self-regulated learning strategies
listening
metacognition; Pokaż więcej
Wydawca:: Uniwersytet im. Adama Mickiewicza w Poznaniu
Powiązania:: https://bibliotekanauki.pl/articles/780593.pdf Link otwiera się w nowym oknie
Opis:: The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 7.

Tytuł:: Thinking Metacognitively: Metacognitive Skills and Science Performance
Autorzy:: Ciascai, Liliana
Haiduc, Lavinia
Tematy:: metacognition
high-school students
science
achievement; Pokaż więcej
Wydawca:: Wydawnictwo Adam Marszałek
Powiązania:: https://bibliotekanauki.pl/articles/2031754.pdf Link otwiera się w nowym oknie
Opis:: The presented study aims to identify the relations between metacognitive skills and science performance. Data were collected from 211 Romanian adolescents in the seventh and eighth grades, who completed the Junior Metacognitive Awareness Inventory (the version for 5th- 9th grades). The results indicate that adolescents generally use metacognitive skills when learning science subjects and that some metacognitive skills are associated with better performance in science. Nevertheless, adolescents seem to encounter difficulties in using diagrams and pictures that facilitate the learning process, in evaluating the outcomes of their learning process and in using different learning strategies, in accordance with specific learning situations. Given the importance of metacognitive skills in science performance, we argue that it is essential for teachers to understand how to develop a culture of metacognition in science classrooms.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 8.

Tytuł:: Metapoznanie w samoregulacji procesów uczenia
Autorzy:: Świeży, Maciej
Wydawca:: Wydawnictwo Uniwersytetu Jagiellońskiego
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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Skocz do pozycji: 9.

Tytuł:: The metacognitive self fosters the drive for self-knowledge: The role of the metacognitive self in the motivation to search for diagnostic information about the self
Autorzy:: Brycz, Hanna
Wyszomirska-Góra, Magdalena
Konarski, Roman
Wojciszke, Bogdan
Tematy:: biases
metacognition
self
motivation
diagnostic information; Pokaż więcej
Wydawca:: Polska Akademia Nauk. Czasopisma i Monografie PAN
Powiązania:: https://bibliotekanauki.pl/articles/2127268.pdf Link otwiera się w nowym oknie
Opis:: We presented 3 studies on the relation between metacognitive self, that is self- awareness of biases, and the drive to posses information that is diagnostic about the outcome. First study (N=184) showed that high MCS participants sought self- diagnostic information significantly more often then their low MCS counter partners. Second study is devoted to the development of the new measure SDMS (N = 555), that is the motive to look for self – diagnostic information. The last study (N = 90) presented that high MCS participants in contrary to low MCS ones, posses higher drive for looking self- diagnostic information when feedback about the outcome is negative. We discuss the results in line with Taylor & Brown (1988) reasoning on self- regulatory functions of biases.
Dostawca treści:: Biblioteka Nauki

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Skocz do pozycji: 10.

Tytuł:: Confidence in action : differences between perceived accuracy of decision and motor response
Autorzy:: Koculak, Marcin
Paulewicz, Borysław
Siedlecka, Marta
Opis:: Each of our decisions is associated with a degree of confidence. This confidence can change once we have acted because we might start doubting our choice or even become convinced that we have made a mistake. In this study, we explore the relations between action and our confidence that our decision was correct or erroneous. Fifty-four volunteers took part in a perceptual decision task in which their decisions could either lead to action or not. At the end of each trial, participants rated their confidence that their decision was correct, or they reported that they had made an error. The main results showed that when given after a response, confidence ratings were higher and more strongly related to decision accuracy, and post-response reports of errors more often indicated actual errors. The results support the view that error awareness and confidence might be partially based on postaction processing.
Dostawca treści:: Repozytorium Uniwersytetu Jagiellońskiego

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