Both metacognitive awareness dimensions correlate positively with deep approach and organized studying and negatively with an unreflective approach¶

Claim · All claims
Evidence · 1 study · associational r2 · q2 · i3 large
Currency · newest study 2023 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i3 Knowledge about cognition and regulation of cognition each correlate positively with deep approach (r = .527 and r = .552) and organized studying (r = .434 and r = .478), and negatively with unreflective approach (r = -.541 and r = -.223). → 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 · i3 · associational · r2

Pearson's correlation analysis (Table 2) in the survey of 462 students, correlations significant at the 0.001 level: knowledge about cognition with deep approach r = .527, regulation of cognition with deep approach r = .552, knowledge about cognition with unreflective approach r = -.541, and with organized studying r = .434 and r = .478.

"1. Knowledge about cognition 1 2. Regulation of cognition 0.497** 1 3. Deep approach 0.527** 0.552** 1 4. Unreflective approach − 0.541** − 0.223** − 0.371** 1 5. Organized studying 0.434** 0.478** 0.293** − 0.189** 1"

Discussion¶

Learner Variables¶

• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Metacognitive awareness among multidisciplinary university students emerges as two dimensions: knowledge about cognition and regulation of cognition — related
• The dissonant profile scores lowest of all profiles on knowledge about cognition, but does not differ from the unorganized-deep profile on regulation of cognition — related
• Three learning profiles emerge among university students: organized-deep, unorganized-deep, and dissonant — related
• Higher model quality was associated with less goal viewing and note taking, while lab report scores correlated positively with regulative tool use and negatively with helpfile viewing — related
• Students rate their knowledge about cognition higher than their regulation of cognition — related
• Deep approaches to learning correlate positively and surface approaches negatively with academic achievement — related
• Metacognition correlates with meta-awareness in the gradually increasing complexity group in Round 2, but not in the consistently high complexity group — related