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Stanton, Julie Dangremond; Neider, Xyanthe N.; Gallegos, Isaura J.; Clark, Nicole C. – CBE - Life Sciences Education, 2015
Strong metacognition skills are associated with learning outcomes and student performance. Metacognition includes metacognitive knowledge--our awareness of our thinking--and metacognitive regulation--how we control our thinking to facilitate learning. In this study, we targeted metacognitive regulation by guiding students through self-evaluation…
Descriptors: Metacognition, Biology, Introductory Courses, Prompting
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Al-Hilawani, Yasser A. – International Journal of Progressive Education, 2016
The relationship between metacognition in real life situations and study skills and habits was examined using a sample of college students. Results showed no significant relationship between these two variables nor was there a significant relationship between study skills and reaction time as measured on the metacognitive test. However, there was…
Descriptors: Metacognition, Study Skills, Study Habits, Cognitive Tests
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Du, Jianxia; Xu, Jianzhong; Fan, Xitao – Research Papers in Education, 2015
The present study examines empirical models of students' management of the learning environment in the context of online collaborative groupwork. Such environment management is an important component of students' overall self-regulated learning strategy for effective learning. Student- and group-level predictors for study environment management in…
Descriptors: Online Courses, Cooperative Learning, Metacognition, Learning Strategies
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Boyle, Joseph R.; Rosen, Sonia M.; Forchelli, Gina – Education 3-13, 2016
This mixed-methods study analysed over 200 interviews from 20 seventh-grade students with learning disabilities (LD). Students were instructed how to use a note-taking intervention during science lectures. The interview analyses were supported by pre- and post-intervention quantitative data. Data suggest that the intervention helped students…
Descriptors: Mixed Methods Research, Metacognition, Notetaking, Learning Disabilities
Ozz, Robin – ProQuest LLC, 2017
A number of quantitative studies have investigated different student behavioral, demographic, and environmental factors and their correlation to the success of Online students; fewer qualitative studies have asked students and faculty their perceptions of various factors related to success in Online Courses. Any kind of study, however, asking…
Descriptors: Online Courses, Student Attitudes, Teacher Attitudes, College Faculty
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Ye, Li; Shuniak, Constantine; Oueini, Razanne; Robert, Jenay; Lewis, Scott – Chemistry Education Research and Practice, 2016
A well-established literature base identifies a portion of students enrolled in post-secondary General Chemistry as at-risk of failing the course based on incoming metrics. Learning about the experiences and factors that lead to this higher failure rate is essential toward improving retention in this course. This study examines the relationship…
Descriptors: At Risk Students, Chemistry, Science Achievement, Science Instruction
Leong, Yew Hoong; Yap, Sook Fwe; Tay, Eng Guan – Mathematics Education Research Group of Australasia, 2013
In this paper, we propose and describe in some detail a framework for helping low achievers in mathematics that attends to the following areas: Mathematical content resources, Problem Solving disposition, Feelings towards the learning of mathematics, and Study habits.
Descriptors: Mathematics Achievement, Low Achievement, Problem Solving, Student Attitudes
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Wolters, Christopher A.; Hussain, Maryam – Metacognition and Learning, 2015
We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…
Descriptors: Self Management, Academic Persistence, College Students, Academic Achievement
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Sinapuelas, Michelle L. S.; Stacy, Angelica M. – Journal of Research in Science Teaching, 2015
The study reported here examines the learning approaches adopted by students enrolled in introductory chemistry at a public university. To evaluate learning approaches, a group of 61 students enrolled in the course were interviewed at three time-points during the semester, specifically to ascertain how they prepared for the exams. From these…
Descriptors: Chemistry, College Science, College Students, Introductory Courses
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Bol, Linda; Campbell, Karen D. Y.; Perez, Tony; Yen, Cherng-Jyh – Community College Journal of Research and Practice, 2016
The effects of training in self-regulation on metacognition and math achievement were investigated. The participants were 116 community college students enrolled in developmental math courses. Students enrolled in 16 classrooms were randomly assigned to the treatment and control groups. Participants in the treatment group completed four…
Descriptors: Two Year College Students, Community Colleges, Metacognition, Self Management
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Senol Sen – Journal of Baltic Science Education, 2016
Self-regulated learning skills (such as goal setting, organizing environment and time, seeking help and self-evaluation) are critical for students to be able to successfully and meaningful learn abstract concepts such as reduction, oxidation and electrolysis. The purpose of this research was to examine the relationships between self-regulated…
Descriptors: Physics, Science Instruction, Teaching Methods, Metacognition
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Kornell, Nate; Rhodes, Matthew G. – Journal of Experimental Psychology: Applied, 2013
Testing long-term memory has dual benefits: It enhances learning and it helps learners discriminate what they know from what they do not know. The latter benefit, known as delayed judgment of learning (dJOL) effect, has been well documented, but in prior research participants have not been provided with test feedback. Yet when people study they…
Descriptors: Accuracy, Feedback (Response), Learning Processes, Long Term Memory
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Sun, Jerry Chih-Yuan; Oh, Youn Joo; Seli, Helena; Jung, Matthew – Journal of At-Risk Issues, 2017
The purpose of this study was to explore the motivational characteristics and learning behaviors affecting at-risk college students. To explore how motivation and learning behaviors are related to academic achievement, the relationships between (a) self-efficacy; (b) learning and study strategy indicators; and (c) academic outcomes were assessed.…
Descriptors: At Risk Students, Outcomes of Education, College Freshmen, Prediction
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Destan, Nesrin; Roebers, Claudia M. – Metacognition and Learning, 2015
Children typically hold very optimistic views of their own skills but so far, only a few studies have investigated possible correlates of the ability to predict performance accurately. Therefore, this study examined the role of individual differences in performance estimation accuracy as a global metacognitive index for different monitoring and…
Descriptors: Metacognition, Self Concept, Correlation, Prediction
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Yang, Yang; Bliss, Leonard B. – Educational Research and Evaluation, 2014
This study attempted to better understand the study behaviours of undergraduate students by categorizing students into distinctive typologies based on their self-reported study behaviours through an exploratory approach--Q factor analysis. A sample of 152 undergraduate students completed a survey instrument, the Study Behavior Inventory. The Q…
Descriptors: Factor Analysis, Academic Achievement, Predictor Variables, Study Habits
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