The use of metacognitive and self-regulated strategies is a potential predictor of problem-solving skills and self-efficacy. However, this potential needs to be seen at the level of knowledge and experience of various attributes and forms of activity. This research aims to see the interaction effect of using metacognitive and self-regulated…

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…

Self-regulated reading-to-write (R2W) can be portrayed as learners' proactive learning of useful elements (e.g. content, rhetorical features, and conventions) from reading by using strategies, which is an effective mechanism connecting reading and writing, to improve their writing competence. In the present study, six major types of self-regulated…

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…

Interest in the applications of mindfulness practice in education is growing in the scientific community. Recent research has shown that mindfulness practice in schools may be beneficial for executive functions (EFs) which are abilities crucial for healthy development. The study of the effects of mindfulness practices on children's neural…

The purpose of this study was to explore the relationship between the self-regulating capacity in language learning of the grade five students and their academic achievement in English. There were 280 students (150 males and 130 females) used as respondents in this study. The findings suggested that the higher the self-regulation capacity of the…

The aim of the study is to analyze the correlation between study habits and attitudes and metacognitive reading comprehension self-awareness, reading comprehension and reading attitude of fifth-grade students. 313 students (193 female, 188 male) consisted the sample group of the study using relational screening model. SSHA-Survey of Study Habits…

The aim of this study is to examine the correlation between the frequency of using metacognitive reading strategy use and non-routine problem-solving achievements in fifth grade students. The study was conducted by using the correlational survey model, one of quantitative research methods. The participants of the study consisted of 308 fifth grade…

This study aimed to determine if metacognitive strategies help increase reading comprehension in fifth grade students. Participants included a control group of 31 fifth grade students who were not taught metacognition reading strategies, and a comparable treatment groups of 43 fifth grade students who were taught metacognition reading strategies.…

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…

Simultaneous development of academic language and reading comprehension is critical for emerging bilingual students' academic success. With a focus on reading comprehension, this study extends the research on self-regulated strategy development (SRSD) to include emerging bilingual students with learning disabilities. Through a multiple probe…

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…

Quantity recognition in whole number representations is a fundamental skill children need to acquire in their mathematical development. Despite the observed correlation to mathematics achievement, however, the ability to recognize quantities in structured whole number representations has not been studied extensively. In this article, we…

Background: With the increased attention on the implementation of inquiry activities in primary science classrooms, a growing interest has emerged in assessing students' science skills. Research has thus far been concerned with the limitations and advantages of different test formats to assess students' science skills. Purpose: This study explores…

Previous studies have shown that students, who have high levels of metacognitive awareness, perform better achievement levels than other students. Besides, it can be said that learning styles may affect metacognitive awareness of students. In the literature, studies about metacognition focused on problem solving and learners' mathematical…