Metacognition and Affect: What Can Metacognitive Experiences Tell Us about the Learning Process?.

By A. Efklides. 2006

677 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/087a295ede50a0e546f3cfa13b9f492f493b0e7f

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Fifth graders metacognitive knowledge: general or domain-specific? (2011, background): “In contrast to procedural metacognition including skills (Veenman et al. 1997) and experiences ( Efklides 2006 ) which can be unconscious (for contrary opinion, see Paris 2002), metacognitive knowledge constitutes the stable declarative knowledge a person acquires regarding memory and cognition (Kuh”
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning (2020, background): “Other researchers have included additional subprocesses of metacognition and self-regulated learning more generally (e.g., Efklides 2006; Greene and Azevedo 2009; Schraw and Dennison 1994; Winne and Hadwin 1998; Zimmerman 2008).”
The effects of task difficulty, novelty and the size of the search space on intrinsically motivated exploration (2014, result): “…that we tapped into here—sensorimotor learning that was implicit and slow over the course of the session—and is consistent with a large body of literature showing that meta-cognitive reports are unreliable under such conditions (Efklides, 2006; Fleming et al., 2012a,b; Maniscalco and Lau, 2012).”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, methodology): “Efklides and Vlachopoulos (2012) further condensed this to knowledge of person, task and strategy. • Metacognitive experiences: “what the person is aware of and what he or she feels when coming across a task and processing the information related to it (Efklides, 2001 xx, 2006)” (p. 279). Efklides a”
The nature of epistemic feelings (2014, background): “They do so by means of their valence, i.e., the subjective sense of positivity or negativity arising from the experience (Carver, 2003; Efklides, 2006; Russell, 2003).”
Beyond intelligence: a meta-analytic review of the relationship among metacognition, intelligence, and academic performance (2018, background): “…are characterized by feelings (e.g., familiarity, difficulty), judgments (e.g., judgment of learning), and online task-specific knowledge (Efklides 2006).1 Researchers using the judgment of learning paradigm have of course focused on monitoring, as their research interests included…”
Social Interaction - What Can It Tell Us about Metacognition and Coregulation in Learning? (2005, background): “) regarding goals, persons, tasks, and strategies, as well as from metacognitive skills, that is, procedural knowledge or what the person does to deliberately monitor and control cognition2 (Efklides, 2001, 2003).”
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “Metacognitive experiences take the form of metacognitive feelings (e.g., feeling of confidence) and judgments (e.g., judgment of learning) related to features of cognitive processing vis-à-vis the task as the person works on the task (Efklides, 2006).”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, methodology): “This is in agreement with the assumption of Efklides (2006, 2008), who regards metacognitive experiences as important in the shared regulation of cognition because they provide information about the progress of cognitive processing.”
Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. (2014, background): “Students experience difficulty when the task is complex and conceptually demanding (Efklides, 2006).”
Children's emotions in math problem solving situations: Contributions of self-concept, metacognitive experiences, and performance (2015, positive): “…or feeling of difficulty (Efklides, 2001) arises during the processing of tasks that require “careful and highly conscious thinking” (Flavell, 1979, p. 908), when a lack of fluency, interruptions (obstacles) and conflict in responses are experienced (Efklides, 2002, 2006; Lafortune & Pons, 2005).”