The teachers should support students in acquiring knowledge and developing skills thus preparing them to think and learn independently. Considering this, the significance of implementing the modified Know-Want-Learn (KWL) teaching strategy, which directs students to perform metacognitive activities, becomes more evident. Quasi-experimental…

The purpose of the present study was to explore the extent to which students with different levels of creativity also differ in their implementation of metacognitive and meta-creative processes. Participants included 221 students in Grades 4, 5, and 6 (104 girls, 117 boys; mean age = 10.5; SD = 0.84). Creativity was assessed using the Unusual Uses…

Background: Learning is a self-regulated loop where learning strategies and achievements are interrelated. In reading, although some studies have explored the relationship between different learning strategies (memorization, elaboration and control) and reading achievement, little is known about how they interact over time. Even though the…

As STEM (Science, Technology, Engineering and Mathematics) education gets more and more attention from society, students' attitudes towards STEM are increasingly concerned. However, there was scant research that has empirically documented the relations among STEM attitude, learning motivation and metacognition. This research used Structural…

The influence of individual difference variables on second language (L2) listening comprehension has been an area of research that has been gaining renewed attention in recent years. The current study investigated the effects of two cognitive variables, aptitude and metacognitive awareness, on 107 native-Korean, English as a foreign language…

The goal of this study is to examine the mathematics learning approaches and metacognitive awareness of 6th, 7th and 8th grade students with regard to some variables. This is a quantitative study conducted in a survey model. In the 2018-2019 academic year, the working group was secondary school students in the public schools in Central Anatolia…

This study examined relations between intentional self-regulation (ISR) and executive functions (EFs) among 84 Icelandic youth in Grade 6 (mean age 11.7 years; 51% girls) and their contributions to healthy and problematic outcomes a year later. ISR was indicated by the Selection, Optimization and Compensation model (SOC) and Self-Regulated…

Writing is a complex task that requires the activation and coordination of several processes. In addition to the research on the domain-specific factors that contribute to school achievement, there is an increasing interest on general variables, such as mindfulness. Here, we aimed to test the contribution of middle-grade students' trait…

The goal of the present study was to investigate the mediating effects of reading amount and metacognitive knowledge of strategy use in the relationship between intrinsic motivation and reading comprehension among secondary school students. We hypothesized that reading amount and metacognitive knowledge of strategy use in Grade 6 will mediate the…

Introduction: Executive functions involve cognitive and metacognitive abilities that make up a sophisticated system that monitors and reviews conduct involved in decision-making. These functions are critical for carrying out tasks and adaptive behavior. Among its components are inhibitory and attentional control, planning, self-regulation and…

In this paper, we investigate the role of metacognitive postdiction skills, intrinsic motivation and prior proficiency in mathematics as Propensity factors within the opportunity-propensity (O-P) model of learning. We tested Belgian children from Grade 1 till 6 in January and June. The study revealed overlapping yet different predictors for…

The current study is a contribution to reading research dealing with tuition in reading comprehension and specifically with the issue of arranging tuition to support the development of metacognition. The empirical findings referred to in this study are from textual discussions of works of fiction in grades 6 and 7. The specific focus of the study…

Research has shown that social anxiety generalises to sporting and athletic situations. The present study explored the applicability of the Clark and Wells model of social anxiety--and its metacognitive extension--to sport anxiety. Participants were 290 students aged 11-13 years, who completed measures of sport anxiety, social anxiety, depression…

Existing research on self-management skills shows that measures of self-management predict student success. However, these conclusions are based on small samples or narrowly defined self-management measures. Using a rich longitudinal dataset of 221,840 fourth through seventh grade students, this paper describes self-management gaps across student…

Background: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and…