Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement

The purpose of this research was to develop and test a model of effective self-regulated 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, deep cognitive, surface cognitive and resource management strategies) and academic achievement. The relationships in the model were tested with controlling for intellectual ability, gender and age. The results showed that effective self-regulated learning involved two pathways: a metacognitive and a strategy pathway. The first pathway involved a positive relationship of mastery goals and a negative relationship of performance-avoidance goals with metacognition. Metacognition positively affected the use of the four study strategies. The strategy pathway involved positive effects of mastery and performance-approach goals on the use of metacognitive and deep cognitive strategies. Further, performance-approach goals positively affected the use of surface cognitive and resource management strategies. The use of metacognitive and resource management strategies had a positive and the use of surface cognitive strategies had a negative effect on exam scores.     

Evaluating fifth- and sixth-grade students’ expository writing: task development, scoring, and psychometric issues

Drawing from multiple theoretical frameworks representing cognitive and educational psychology, we present a writing task and scoring system for measurement of students’ informative writing. Participants in this study were 72 fifth- and sixth-grade students who wrote compositions describing real-world problems and how mathematics, science, and social studies information could be used to solve those problems. Of the 72 students, 69 were able to craft a cohesive response that not only demonstrated planning in writing structure but also elaboration of relevant knowledge in one or more domains. Many-facet Rasch Modeling (MFRM) techniques were used to examine the reliability and validity of scores for the writing rating scale. Additionally, comparison of fifth- and sixth-grade responses supported the validity of scores, as did the results of a correlational analysis with scores from an overall interest measure. Recommendations for improving writing scoring systems based on the findings of this investigation are provided.     

英语写作教学中元认知策略训练的应用

在心理学认知研究的启发下,本文认为,英语写作教学中要贯穿元认知策略训练,在加强写作教学效果的同时,进一步培养学生自主性学习能力。     

认知与元认知策略在对外汉语听力教学中的应用

对外汉语听力课是为以汉语作为第二语言学习的学生开设的听力理解训练课。听力理解是一个复杂的心理活动的过程,因此对外汉语听力教学的重点就应该针对在学习过程中容易碰到的障碍,有意识地培养学生的认知与元认知能力,通过对学生进行多种形式的微技能训练,提高其听力理解能力,从而提高对语言实际运用的能力。     

提高学生学习素质的有效途径:优化学习策略

高学习素质是学习化社会对每一位社会成员提出的基本要求,培养策略型学习者是每一位教师的责任.解决这一问题的有效途径就是要优化学生的学习策略.本文概述了学习策略的概念和结构,阐述了在我国现行教育体制下,进行学习策略教学的可行性、必要性和基本训练模式.     

“Blockers” do not block recall during tip-of-the-tongue states

Tip-of-the-Tongue experiences (TOTs) are often accompanied by incorrect answers (blockers) that come to mind persistently and seem to block recall. According to the blocking hypothesis, blockers cause retrieval difficulty during TOTs. We predicted that delay would allow participants to forget their blockers, and thereby enhance TOT resolution. In Experiment 1 participants were asked trivia questions and then retested on the ones that elicited TOTs, either immediately or after a delay. There was an incubation effect overall, with greater TOT resolution after a delay than on an immediate test. Contrary to the blocking hypothesis, however, delay did not enhance resolution of blocked TOTs more than non-blocked TOTs. In Experiment 2, during the retest, participants were reminded of their previous blockers on some questions, but the reminders did not affect TOT resolution. These findings suggest that blockers may be a side effect, not a cause, of retrieval difficulty during TOTs. This paper is based on the first author’s Master’s thesis.     

元认知理论及其研究现状

本文对30多年来国内外关于元认知的研究进行了综述，介绍了元认知概念产生的思想渊源、基本含义、结构、实质、评定方法，元认知理论在教育领域和身心健康领域的应用。最后对元认知研究中存在的主要问题及研究前景作了简要分析。     

加强元认知策略培训培养中专生英语自主学习能力

元认知策略对学习过程起计划、监控和评价作用，是培养学生英语自主学习能力的关键因素。调查发现，中专生缺乏自主学习能力的主要原因是在学习过程中，根本没有运用或很少运用元认知策略。探讨对中专生进行元认知策略培训的有效措施，以促进中专生英语自主学习能力的发展。     

Comprehending orthography

A new perspective is needed on the great debate in literacy instruction. Rather than the current dichotomy between whole language and phonics, we propose an approach that integrates comprehension and decoding into a system designed around the principles of student-centered, authentic instruction in a socially engaging context. This approach reflects the research on meta-cognitive and social-constructive literacy. We discuss concepts and practices for realizing these principles in programs for students in US schools whose native language is English and those for whom Spanish is the language of the home. We consider the advantages of bilingual programs that promote awareness of the function of print codes within and across languages.     

Metacognition and affect: What can metacognitive experiences tell us about the learning process?

This paper aims at highlighting the importance for learning of one of the facets of metacognition, namely metacognitive experiences (ME) that comprise feelings, judgments or estimates, and online task-specific knowledge. The emphasis is on the affective character of ME, which has received little attention in the past. Unlike online task-specific knowledge, which is conscious and analytic, the other ME are products of nonconscious, nonanalytic inferential processes. Because of their nature, ME can trigger either rapid, nonconscious control decisions or conscious analytic ones. However, ME can make use of both the affective and the cognitive regulatory loops, and this has a series of implications for learning. Evidence is presented regarding the relations of ME with affect and cognition, and the implications of the lack of accuracy of ME for the self-regulation of learning. Particular emphasis is given on judgment of learning, feeling of difficulty, and feeling of confidence. The challenges for future research on metacognition are underscored.