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.

Place of Publication

Melbourne, Australia

Publisher

Australian Council for Educational Research (ACER)

ISBN

9781742865546

Geographic Subject

Queensland

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Aug 5th, 3:30 PM Aug 5th, 4:30 PM

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.