Literature Review on Metacognition and its Measurement
By A. O. Akturk, I. Sahin. 2011
164 citations recorded by the source corpus.
Abstract Metacognition is a structure that is referred as fuzzy by many scholars and has very diverse meanings. Much research has been conducted for more than 30 years in order to access the inner side of this structure, which is really hard to grasp. In this paper, the review of literature aims to reveal the theoretical and educational structure of the concept of metacognition chiefly on the basis of the relevant research. Then, an attempt will be made to determine the difference between cognition and metacognition. Finally, difficulties that are encountered in the measurement of metacognition and the methods and tools that will be used in the measurement of metacognition will be determined.
Subfields: Computer Science Applications, Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/b9eedb81b26eae1b50ff163dd3f0a7dd8c5ea504
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In Developmental and Educational Psychology
In Education
Citations in the corpus
- Self and Peer Assessments in Active Learning Model to Increase Metacognitive Awareness and Cognitive Abilities (2017, background): “One's metacognition activities are unique and difficult to measure (Akturk & Sahin, 2011; Williams & Atkins, 2009).”
- Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? (2018, background): “We recognise that metacognition is a “fuzzy” concept (Akturk and Sahin 2011; Bassey 2001) and that a number of related terms are contested (Proust 2010).”
- Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research (2020, background): “Currently, most researchers subscribe to the notion that metacognition involves processes that monitor and increase the efficiency of cognitive procedures (Akturk and Sahin 2011; Bonner, 1998; Van Zile-Tamsen 1996).”