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ERIC Number: EJ1016118
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1446-5442
Examining the Domain-Specificity of Metacognition Using Academic Domains and Task-Specific Individual Differences
Scott, Brianna M.; Berman, Ashleigh F.
Australian Journal of Educational & Developmental Psychology, v13 p28-43 2013
Metacognition refers to students' knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do metacognitive knowledge, regulation and accuracy differ across domains?, and 2) how do students' individual differences relate to their reported metacognition across domains? Participants (N = 644) completed a metacognitive questionnaire to assess metacognitive knowledge, regulation, and accuracy. Results suggest that metacognitive knowledge and regulation are domain-general while metacognitive accuracy is domain-specific. Perceived task difficulty and content interest are independently related to metacognitive knowledge, regulation, and accuracy, though the relationships vary among them across domains. (Contains 7 tables.)
University of Newcastle. School of Education, Callaghan, NSW 2308, Australia. e-mail: ajedp@newcastle.edu.au; Web site: http://www.newcastle.edu.au/group/ajedp
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A