Support metacognitive awareness by providing time and place for reflection, regulation-practice tasks, and profile-sensitive support¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

The article's practical implications recommend that "students should be provided with the time and place for reflection", that students "need to practice regulation of cognition by planning, monitoring and evaluating their learning processes", and that students with different learning profiles may need different kinds of support — some needing more support for regulation, others more knowledge about their learning. Teachers should also describe metacognitive awareness explicitly to students.

Design Implications¶

Context¶

Requirements¶

• Teachers need a clear understanding of the nature of metacognitive awareness and the pedagogical competencies to integrate its elements into teaching and assessment practices

Constraints¶

• The article notes higher education teachers are not necessarily sufficiently prepared to teach metacognitive awareness

Target Learners¶

• University students, especially those in unorganized-deep and dissonant profiles

Target Learning Goals¶

• Metacognitive awareness
• Regulation of cognition
• Organized studying and deep approach

Affordances¶

• Two Component Metacognitive Awareness Model

Claims¶

• 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 [+W]
• Students rate their knowledge about cognition higher than their regulation of cognition [+W]
• Both metacognitive awareness dimensions correlate positively with deep approach and organized studying and negatively with an unreflective approach [+W]
• Three learning profiles emerge among university students: organized-deep, unorganized-deep, and dissonant [+W]

Related Strategies¶

• Provide opportunities for independent practice with repeated cycles of use and structured reflection to strengthen regulatory skills over time
• Metacognitive Awareness for Self-Regulation
• Teacher supports for self-regulated GenAI feedback engagement
• Promoting Self-Directed Learning Strategies
• Teach Self Regulation Strategies

Examples¶

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Key Sources¶

• 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