This article explores the effect of computerized scaffolding with different scaffolds (structuring vs. problematizing) on intra-group metacognitive interaction. In this study, we investigate 4 types of intra-group social metacognitive activities; namely ignored, accepted, shared and co-constructed metacognitive activities in 18 triads (6 control…

This study was conducted in order to examine the effects of the Know-Want-Learn (KWL) strategy on 6th graders' mathematics achievement, metacognitive skills and mathematics anxiety. A pretest-post test control group quasi- experimental design was used in the study. The sample of the study was composed of 55 6th graders attending public…

Since the 1970s, a large body of research has reported on the differences between deep and surface approaches to student learning. More recently, however, this metaphor for students' approaches to learning has been applied to the practice of teaching. Studies at the university level have identified two approaches to teaching: the information…

The current research examined the effects of a critical thinking (CT) e-learning course taught through argument mapping (AM) on measures of CT ability. Seventy-four undergraduate psychology students were allocated to either an AM-infused CT e-learning course or a no instruction control group and were tested both before and after an 8-week…

Although memory performance benefits from the spacing of information at encoding, judgments of learning (JOLs) are often not sensitive to the benefits of spacing. The present research examines how practice, feedback, and instruction influence JOLs for spaced and massed items. In Experiment 1, in which JOLs were made after the presentation of each…

In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students' metacognition, or awareness of their…

We know that metacognitive students are successful in school (Sternberg "Instructional Science" 26:127-140, 1998). However, despite the recognition of the role of metacognition in student success, limited research has been done to explore teachers' explicit awareness of their metacognition and their ability to think about, talk about, and write…

The need to cultivate students' use of metacognitive strategies in critical thinking has been emphasized in the related literature. The present study aimed at examining the role of metacognitive strategies in critical thinking. Ten university students with comparable cognitive ability, thinking disposition and academic achievement but with…

Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum,…

This study investigates algebraic reasoning and self-regulation skills among elementary school teachers who participated in a professional development program either with IMPROVE metacognitive questioning (PD + Meta) or with no metacognitive guidance (PD). Sixty-four Israeli teachers participated in a 3-year program designed to enhance…

Due to new standards in fostering life-long learning at school, research has increasingly dealt with the promotion of self-regulated learning, resulting in a large number of intervention studies conducted at primary and secondary school. The current study aimed at investigating the impact of various training characteristics on the training…