Monday 5 August 2019
Start Date
5-8-2019 3:30 PM
End Date
5-8-2019 4:30 PM
Subjects
Metacognition, Learning strategies, Skill development, Secondary school students, Longitudinal studies, Measures (Individuals)
Abstract
Metacognitive awareness, which is part of self regulated learning, includes the domains of knowledge of cognition and regulation of cognition. Students with effective metacognitive skills are more aware of their strengths and weaknesses and strive to further improve their learning skills. This longitudinal cohort study uses the Junior Metacognitive Awareness Inventory (Jr. MAI) to measure student metacognitive awareness across Years 7 to 10 in a north Queensland girls’ Catholic college.
Recommended Citation
Welch, P., & Van Homrigh, A. (2019, August 05). Fostering metacognitive skills: A longitudinal cohort study [Paper presentation]. Research Conference 2019 - Preparing students for life in the 21st century: Identifying, developing and assessing what matters. https://research.acer.edu.au/research_conference/RC2019/5august/16
Copyright Statement
Copyright Australian Council for Educational Research 2019
Place of Publication
Melbourne, Australia
Publisher
Australian Council for Educational Research (ACER)
ISBN
9781742865546
Geographic Subject
Queensland
Fostering metacognitive skills: A longitudinal cohort study
Metacognitive awareness, which is part of self regulated learning, includes the domains of knowledge of cognition and regulation of cognition. Students with effective metacognitive skills are more aware of their strengths and weaknesses and strive to further improve their learning skills. This longitudinal cohort study uses the Junior Metacognitive Awareness Inventory (Jr. MAI) to measure student metacognitive awareness across Years 7 to 10 in a north Queensland girls’ Catholic college.