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Sapanci, Ahmet – Journal of Pedagogical Research, 2023
This study explores the mediating role of mindfulness in the relationship between metacognition and academic burnout, a prevalent issue in higher education affecting students' well-being and academic performance. Utilizing a structural equation modeling approach, the study examined the hypothesized pathways grounded on the Self-regulatory…
Descriptors: Metacognition, Burnout, College Students, Well Being
Davis, Sara D.; Chan, Jason C. K. – Educational Psychology Review, 2023
Prior testing can facilitate subsequent learning, a phenomenon termed the forward testing effect (FTE). We examined a metacognitive account of this effect, which proposes that the FTE occurs because retrieval leads to strategy optimizations during later learning. One prediction of this account is that tests that require less retrieval effort…
Descriptors: Metacognition, Futures (of Society), Tests, Difficulty Level
Carter, J. Adam; Meehan, Daniella – Educational Philosophy and Theory, 2023
This essay investigates an underappreciated way in which trust and testimonial injustice are closely connected. Credibility deficit and credibility excess cases both (in their own distinctive ways) contribute to a speaker's being harmed in her capacity a knower. But moreover, as we will show--by using the tools of a "performance-theoretic…
Descriptors: Trust (Psychology), Credibility, Interpersonal Relationship, Justice
Topçu, Pinar; Erus, Seher Merve – International Journal of Psychology and Educational Studies, 2023
The purpose of the research was to discover whether self compassion and interpersonal mindfulness predict forgiveness in adulthood. In this study, data were gathered from 547 participants, 345 of whom were female ([x-bar]=80.72, sd=16.51) and 202 of whom were male ([x-bar]=81.60, sd=17.33) and between the ages of 22 and 65. "Personal…
Descriptors: Adults, Metacognition, Altruism, Self Concept
Lonnie M. Cochran; Megan Parker Peters – AILACTE Journal, 2023
This multiple methods study examined the impact of brief, intentional instruction in the areas of mindfulness and social and emotional learning (SEL) on teacher self-efficacy, teacher mindfulness, and the use of mindfulness practices. The SEL content and strategies were taught to pre-service educators during their student teaching seminars.…
Descriptors: Preservice Teachers, Social Emotional Learning, Self Efficacy, Metacognition
Morehead, Kayla; McEldoon, Katherine; Yarbro, Jessica – Pearson, 2023
Pearson's Learning Foundations describe the optimal conditions for learning and reflect the learner experience Pearson hopes their products will create. Pearson does this by incorporating the Learning Design Principles. Each of the Learning Design Principles goes into detail about a key principle, supporting product design and marketing by…
Descriptors: Learning Strategies, Self Management, Metacognition, Theory Practice Relationship
Stephen J. Caldas; Gina M. Pin – Excelsior: Leadership in Teaching and Learning, 2023
This study conducted confirmatory factor analysis (CFA) and exploratory factor analysis (EFA) using both the Connor-Davidson Resilience Scale (CD-RISC 25) and the Mindfulness Attention Awareness Scale (MAAS) to create a validated, synergistic, higher-order factor we call Invicti Anima based on the responses 630 teachers and building-based…
Descriptors: Teachers, Metacognition, Resilience (Psychology), Satisfaction
Fauzan, Lutfi; Hidayah, Nur; Wahyuni, Fitri; Hanafi, Husni; Rofiqoh, Rofiqoh; Kurniawan, Nanda Alfan – Journal of Education and Learning (EduLearn), 2023
Mind skills become the counselor's internal competencies that support the counselor's self-development in providing guidance and counseling services. Mind skills consist of six components that are interrelated and often integrated. The metacognitive thinking process is the key to success in how counselors can manage their thoughts and mental…
Descriptors: Role Playing, Counselor Training, Thinking Skills, Metacognition
Zachariou, Antonia; Bonneville-Roussy, Arielle; Hargreaves, David; Neokleous, Rania – Metacognition and Learning, 2023
Self-regulation and metacognition are important for lifelong functioning and can be strengthened with intervention at a young age. Research proposes that musical play enables self-regulatory development, but lacks rigorous approaches to investigate whether a causal relationship between the two exists. We introduced a musical play intervention in a…
Descriptors: Self Management, Metacognition, Music, Play
Kassie R. Terrell; Courtney Boggs; Danielle Adelstein; Hanadi Y. Hamadi; Elizabeth Kulikov; Vanessa Martinez; MaryBeth Borreca – Journal of American College Health, 2025
Objective: College students experience stressors that can increase the risk for mental health concerns and negatively impact retention rates. It is crucial for practitioners working on college campuses to find creative ways to meet the needs of their students and cultivate a campus culture that is dedicated to bolstering mental health. The purpose…
Descriptors: College Students, Mental Health, Stress Management, Wellness
Yoonhee Shin; Jaewon Jung; Seohyun Choi; Bokmoon Jung – Education and Information Technologies, 2025
This study investigates the effects of metacognitive and cognitive strategies for computational thinking (CT) on managing cognitive load and enhancing problem-solving skills in collaborative programming. Four different scaffolding conditions were provided to help learners optimize cognitive load and improve their problem-solving abilities. A total…
Descriptors: Scaffolding (Teaching Technique), Mental Computation, Cognitive Processes, Difficulty Level
Axel Grund; Stefan Fries; Matthias Nückles; Alexander Renkl; Julian Roelle – Educational Psychology Review, 2024
In the context of instructional design and self-regulated learning research, the notion of mental effort allocation, monitoring, and control has gained increasing attention. Bringing together a cognitive perspective, focusing on Cognitive Load Theory, and a motivational perspective, merging central accounts from Situated Expectancy Value Theory…
Descriptors: Cognitive Processes, Metacognition, Performance, Academic Achievement
Stella Vosniadou; Erin Bodner; Helen Stephenson; David Jeffries; Michael J. Lawson; IGusti Ngurah Darmawan; Sean Kang; Lorraine Graham; Charlotte Dignath – Metacognition and Learning, 2024
The paper describes a theoretical framework for the study of teachers' promotion of self-regulated learning in the classroom. The Self-Regulated Learning Teacher Promotion Framework (SRL-TPF) utilizes the ICAP theory to assess the affordances of the learning environment for the indirect promotion of SRL, proposes new variables in the investigation…
Descriptors: Metacognition, Learning Strategies, Teaching Methods, Guidelines
Jungmin Woo; Seon-Young Lee – Asia Pacific Education Review, 2024
Research has demonstrated the crucial role of creative metacognition and risk-taking in creativity. However, little empirical research has examined how creative metacognition and risk-taking work on creative performance in educational practice. This paper explored the moderating effects of creative metacognition on the relationships between…
Descriptors: Creativity, Metacognition, Risk, Performance
Angela Miller-Porter – ProQuest LLC, 2024
This study was about a university course, "Mindfulness & Sustainability" (GC495), that I designed, instructed, and assessed. Twenty-one students and I went on a mindful learning journey; together we cultivated a community of Transformative Sustainability Learning (TSL). I used The Work that Reconnects (WTR) to teach mindfulness in…
Descriptors: Course Descriptions, Metacognition, Sustainability, Communities of Practice