Metacognition and Learning

By Christine B. Mccormick. 2003

218 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/c09e68d43b59641d74554d6205f09e17a552249a

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A Meta-Analysis Investigating the Association Between Metacognition and Math Performance in Adolescence (2021, background): “Adolescents are recognised to utilise MC more efficiently (Dermitzaki 2005; Veenman et al. 2006), are faced with increasingly more complex mathematical problems to solve (Department for Education, 2014), and are working towards key examinations (Hodgen and Pepper 2010).”
Teacher quality and school improvement: what is the role of research? (2015, background): “In addition, meta-cognition is beneficial for teachers and students alike: teaching with meta-cognition and teaching for meta-cognition (Hartman, 2001 in McCormick, 2003).”
The Effects of Metacognitive Reading Strategies: Pedagogical Implications for EFL/ESL Teachers. (2011, background): “(McCormick, 2003). Van Kraayenoord and Goos (2003) assert that planning, choosing appropriate strategies, monitoring progress, evaluating outcomes, and revisiting employed plans and strategies are involved in the regulatory mechanisms.”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, background): “This includes planning, monitoring, and evaluation strategies (Veenman et al. 2006).”
Metacognition in education: A focus on calibration. (2008, background): “…or test preparedness is a robust phenomenon observed across many subject areas (e.g., Allwood & Granhag, 1999; Bol & Hacker, 2001; Bol et al., 2005; Dunning et al., 2004; Flannelly, 2001; Glenberg, Wilkinson, & Epstein, 1982; Grimes, 2002; Hacker et al., 2000; McCormick, 2003; Nelson, 1999).”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “Research has shown that learners with high levels of metacognitive skills have advantages in reading comprehension (Bouffard-Bouchard, 1994), writing (Graham, Harris, & Olinghouse, 2007), and problem solving (McCormick, 2003), and obtain higher levels of achievement (Cleary & Zimmerman, 2001; Dembo ”
The effect of distributed monitoring exercises and feedback on performance, monitoring accuracy, and self-efficacy (2006, background): “…illustrate that distributed exercises were an appropriate approach in addressing the challenge of how to promote monitoring skills (Hacker et al., 2000; Magliano, Little, & Graesser, 1993; McCormick, 2003; Peverly & Brobst, 2003; Pintrich, Wolters, & Baxter, 2000; Sternberg, 2001; Underwood, 1961).”
Self-monitoring of self-regulation during math homework behaviour using standardized diaries (2011, background): “10, 64283 Darmstadt, Germany e-mail: schmitz@psychologie.tu-darmstadt.de F. Perels University of the Saarland, Saarbrücken, FR 5.1 Erziehungswissenschaft, Universität des Saarlandes Campus A4 2, 66123 Saarbrücken, Germany The importance of monitoring processes is described in Veenman et al. (2006).”
Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, methodology): “As has been discussed in the literature (Veenman et al. 2006), some features of metacognition components are probably more successfully measured with some methods than others.”