Students rate their knowledge about cognition higher than their regulation of cognition¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person · recheck by 2028: baselines and conditions change

Subclaims¶

q2 i? In the survey sample, students scored high on knowledge about cognition and relatively high on regulation of cognition, indicating students may know how they should study but lack the skills to do so. → Tuononen 2023

Evidence¶

Tuononen 2023¶

Tuononen, T., Hyytinen, H., Räisänen, M., Hailikari, T., & Parpala, A. (2023). Metacognitive awareness in relation to university students' learning profiles. Metacognition and Learning, 18, 37–54. https://doi.org/10.1007/s11409-022-09314-x

q2 · i? · associational · r2

Descriptive statistics from the survey of 462 students; Table 1 prints means of 3.75 for knowledge about cognition and 3.12 for regulation of cognition on the 1–5 scale. The discussion attributes the gap to a similar intention–action gap found in other studies.

"The results showed that the students scored high on knowledge about cognition and relatively high on regulation of cognition (Table 1)."

Discussion¶

Related Claims¶

• Learners misjudge which learning strategies are effective — related
• Strategy Instruction Needs Conditional Knowledge — related
• Metacognitive awareness among multidisciplinary university students emerges as two dimensions: knowledge about cognition and regulation of cognition — related
• Prior Knowledge Needed For Accurate Self Assessment — related
• Both metacognitive awareness dimensions correlate positively with deep approach and organized studying and negatively with an unreflective approach — related