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Wyświetlanie 1-15 z 29
Tytuł:
Mindfulness in educational context – theory, research and practice
Autorzy:
Aneta, Gop,
Powiązania:
https://bibliotekanauki.pl/articles/890501.pdf
Data publikacji:
2016
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
mindfulness
education
metacognition
Opis:
This article is a short overview of mindfulness training in groups of children and adolescents. It starts with considering the needs of this specific intervention technique. In the next part it tries to discuss the definition of mindfulness, its cognitive mechanism and results of empirical research. In the last paragraphs the article shows examples of mindfulness training for children with practical suggestions for teaching mindfulness as well as the pedagogical role of mindfulness.
Źródło:
International Journal of Pedagogy, Innovation and New Technologies; 2016, 3(2); 2-9
2392-0092
Pojawia się w:
International Journal of Pedagogy, Innovation and New Technologies
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Mechanizmy motywacji a wybór strategii uczenia się uczniów szkół gimnazjalnych z i bez specyficznych trudności w uczeniu się
Autorzy:
Kucharczyk, Izabella
Dłużniewska, Agnieszka
Powiązania:
https://bibliotekanauki.pl/articles/937717.pdf
Data publikacji:
2018-06-12
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
metacognition
cognitive strategies
metacognitive strategies
Opis:
The purpose of this article is to present the results of research concern setting of motivated and cognitive strategies in learning goals achieving by students with and without dyslexia in secondary school. The study included 110 students studying in secondary schools in the Mazovian region. The study used questionnaire Goal Orientations and Learning Strategies Survey (GOAL-S) M. Dowson and D.M. McInerney (2004) in the Polish adaptation of A. Dłużniewska and I. Kucharczyk. Detailed analysis of the results indicates the relationship between the kind of motivation and choice of cognitive and metacognitive strategies of learning. The current study allows to extract factors that are important in achieving success in academic achievements of students with and without special educational needs.
Źródło:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej; 2016, 15; 93-109
2300-391X
Pojawia się w:
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metacognition increases the severity of depression through trait anxiety in a nonclinical population
Autorzy:
Cichoń, Ewelina
Kryciński, Radosław
Florkowski, Marcin
Szczepanowski, Remigiusz
Powiązania:
https://bibliotekanauki.pl/articles/2127371.pdf
Data publikacji:
2019-04-08
Wydawca:
Katolicki Uniwersytet Lubelski Jana Pawła II. Towarzystwo Naukowe KUL
Tematy:
depression
anxiety
metacognition
mediation analysis
Opis:
Previous studies show that maladaptive metacognitive beliefs may constitute the psychopathological core of anxiety and depression. Recent findings also indicate that anxiety exacerbates the severity of depression. We investigated the hypothesis that anxiety mediates the relationship between faulty metacognitive beliefs and depressive symptoms in normal subjects. Two hundred and eight normal participants completed the Metacognitions Questionnaire (MCQ), the State-Trait Anxiety Inventory(STAI), and the Beck Depression Inventory (BDI). We performed mediation analysis to explore the relationships between metacognition, depression, and trait anxiety as a mediator. Our study showed that positive beliefs about worry, negative beliefs about uncontrollability and danger, low cognitive confidence, and negative beliefs about the need to control thoughts, and cognitive self-consciousness were mediated by the level of anxiety associated withthe severity of depression. Moreover, the mediation analysis indicated that only cognitive confidence beliefs directly influenced the intensity of depressive symptoms.
Źródło:
Roczniki Psychologiczne; 2017, 20, 4; 761-774
1507-7888
Pojawia się w:
Roczniki Psychologiczne
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The metacognitive self fosters the drive for self-knowledge: The role of the metacognitive self in the motivation to search for diagnostic information about the self
Autorzy:
Brycz, Hanna
Wyszomirska-Góra, Magdalena
Konarski, Roman
Wojciszke, Bogdan
Powiązania:
https://bibliotekanauki.pl/articles/2127268.pdf
Data publikacji:
2018
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
biases
metacognition
self
motivation
diagnostic information
Opis:
We presented 3 studies on the relation between metacognitive self, that is self- awareness of biases, and the drive to posses information that is diagnostic about the outcome. First study (N=184) showed that high MCS participants sought self- diagnostic information significantly more often then their low MCS counter partners. Second study is devoted to the development of the new measure SDMS (N = 555), that is the motive to look for self – diagnostic information. The last study (N = 90) presented that high MCS participants in contrary to low MCS ones, posses higher drive for looking self- diagnostic information when feedback about the outcome is negative. We discuss the results in line with Taylor & Brown (1988) reasoning on self- regulatory functions of biases.
Źródło:
Polish Psychological Bulletin; 2018, 49, 1; 66-76
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A self-regulated learning approach to extensive listening and its impact on listening achievement and metacognitive awareness
Autorzy:
Zeng, Yajun
Goh, Christine C. M.
Powiązania:
https://bibliotekanauki.pl/articles/780593.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-regulated learning strategies
listening
metacognition
Opis:
The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 193-218
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Thinking Metacognitively: Metacognitive Skills and Science Performance
Autorzy:
Ciascai, Liliana
Haiduc, Lavinia
Powiązania:
https://bibliotekanauki.pl/articles/2031754.pdf
Data publikacji:
2014-09-30
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
metacognition
high-school students
science
achievement
Opis:
The presented study aims to identify the relations between metacognitive skills and science performance. Data were collected from 211 Romanian adolescents in the seventh and eighth grades, who completed the Junior Metacognitive Awareness Inventory (the version for 5th- 9th grades). The results indicate that adolescents generally use metacognitive skills when learning science subjects and that some metacognitive skills are associated with better performance in science. Nevertheless, adolescents seem to encounter difficulties in using diagrams and pictures that facilitate the learning process, in evaluating the outcomes of their learning process and in using different learning strategies, in accordance with specific learning situations. Given the importance of metacognitive skills in science performance, we argue that it is essential for teachers to understand how to develop a culture of metacognition in science classrooms.
Źródło:
The New Educational Review; 2014, 37; 269-279
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
“How and why should I study?”: Metacognitive learning strategies and motivational beliefs as important predictors of academic performance of student teachers
Autorzy:
Čotar Konrad, Sonja
Powiązania:
https://bibliotekanauki.pl/articles/2011307.pdf
Data publikacji:
2015-12-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
motivational beliefs self-regulated learning
metacognition
students
Opis:
The study examined the relationship between metacognitive learning strategies and motivational beliefs, predicting academic performance of student teachers. The main aim of the study was to examine the predictive value of motivational beliefs and metacognitive learning strategies for students’ academic performance. In the study 307 student teachers of the Faculty of Education completed the revised version of Motivated Strategies for Learning Questionnaire (Pintrich & de Groot, 1990). Regression analyses revealed that a higher sense of self-efficacy predicted better academic performance and a higher test anxiety predicted poorer academic performance. The implications of motivational orientation for cognitive engagement and self-regulation at the faculty are discussed.
Źródło:
The New Educational Review; 2015, 42; 239-250
1732-6729
Pojawia się w:
The New Educational Review
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Tutoring jako ważny obszar uczenia się dorosłych
Tutoring as an important learning space for adults
Autorzy:
Pereświet-Sołtan, Anetta
Powiązania:
https://bibliotekanauki.pl/articles/464444.pdf
Data publikacji:
2011
Wydawca:
Akademickie Towarzystwo Andragogiczne
Tematy:
kluczowe
tutoring
tutor
edukacja
metapoznanie
education
metacognition
Opis:
W artykule przedstawiony został współczesny kontekst edukacji: zachodzące zmiany i ich konsekwencje zarówno społeczne, jak i pojawiające się na poziomie jednostkowym. Wraz ze zmieniającym się światem zmianie ulegają także oczekiwania wobec edukacji. Zdaniem autora, metoda tutoringu – scharakteryzowana w artykule, jest jednym z interesujących sposobów mogących skutecznie wspierać funkcjonowanie dorosłych w nowej rzeczywistości.
The article outlines the contemporary educational context: changes and their consequences, both at a social, as well as an individual level. With changes in the world, expectations are also shifting in relation to education. The author believes that the method of tutoring, characterised in the article, is one of the interesting ways for effectively supporting the functioning of adults in a new reality.
Źródło:
Edukacja Dorosłych; 2011, 2(65); 131-157
1230-929X
Pojawia się w:
Edukacja Dorosłych
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance
Autorzy:
Mokhtari, Kouider
Dimitrov, Dimiter M.
Reichard, Carla A.
Powiązania:
https://bibliotekanauki.pl/articles/780595.pdf
Data publikacji:
2018
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
metacognition
reading comprehension
metacognitive awareness
reading strategies
Opis:
In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students’ awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students’ perceived reading ability. Given that this journal is oriented to second language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents’ and adults’ metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study’s findings in light of new and emerging insights relative to assessing students’ metacognitive awareness and perceived use of reading strategies.
Źródło:
Studies in Second Language Learning and Teaching; 2018, 8, 2; 219-246
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Using tracking software for writing instruction
Autorzy:
Yagi, Sane M.
Al-Salman, Saleh
Powiązania:
https://bibliotekanauki.pl/articles/780611.pdf
Data publikacji:
2011-08
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
tracking software
metacognition
writing
pedagogy
TEFL
CALL
Opis:
Writing is a complex skill that is hard to teach. Although the written product is what is often evaluated in the context of language teaching, the process of giving thought to linguistic form is fascinating. For almost forty years, language teachers have found it more effective to help learners in the writing process than in the written product; it is there that they could find sources of writing problems. Despite all controversy evoked by post-process approaches with respect to process writing, information technology has lately offered tools that can shed new light on how writing takes place. Software that can record keyboard, mouse, and screen activities is capable of unraveling mysteries of the writing process. Technology has given teachers and learners the option of examining the writing process as it unfolds, enabling them to diagnose strategy as well as wording problems, thus empowering teachers to guide learners individually in how to think about each of their trouble spots in the context of a specific product of writing. With these advances in information technology, metacognitive awareness and strategy training begin to acquire new dimensions of meaning. Technology lays open aspects of the writing process, offering unprecedented insight into creative text production as well. This paper attempts to explain how tracking software can influence writing instruction. It briefly examines the process and post-process approaches to assess their viability, explains the concept of tracking software, proposes methodology needed for the adoption of this technology, and then discusses the pedagogical implications of these issues.
Źródło:
Studies in Second Language Learning and Teaching; 2011, 1, 2; 209-225
2083-5205
2084-1965
Pojawia się w:
Studies in Second Language Learning and Teaching
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Metacognitive awareness and academic locus of control as the predictors of academic adjustment
Autorzy:
Jain, Deepika
Tiwari, Gyanesh Kumar
Awasthi, Ishdutta
Powiązania:
https://bibliotekanauki.pl/articles/2129206.pdf
Data publikacji:
2018
Wydawca:
Polska Akademia Nauk. Czytelnia Czasopism PAN
Tematy:
Academic Locus of Control
Academic Adjustment
Metacognition
Opis:
This study attempted to examine the impacts of academic locus of control and metacognitive awareness on the academic adjustment of the student participants. The convenient sampling was applied to select the sample of 368 participants comprising 246 internals with age ranging from 17 to 28 years (M = 20.52, SD = 2.10) and 122 externals with age spanning from 17 to 28 years (M = 20.57, SD = 2.08). The findings indicated that there were significant differences in the various dimensions of metacognition, academic lifestyle and academic achievement of the internals and externals except for academic motivation and overall academic adjustment. There were significant gender differences in declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, evaluation and overall metacognitive awareness. Likewise, the internals and externals differed significantly in their mean scores of declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation and overall metacognitive awareness, academic lifestyle and academic achievement. The significant positive correlations existed between the scores of metacognitive awareness and academic adjustment. It was evident that the internal academic locus of control and metacognitive awareness were significant predictors of academic adjustment of the students. The findings have been discussed in the light of recent findings of the field. The findings of the study have significant implications to understand the academic success and adjustment of the students and thus, relevant for teachers, educationists, policy makers and parents. The future directions for the researchers and limitations of the study have also been discussed.
Źródło:
Polish Psychological Bulletin; 2018, 49, 4; 432-441
0079-2993
Pojawia się w:
Polish Psychological Bulletin
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Extending Cognitive Pragmatics: Social Mechanisms of Mind Transformation
Autorzy:
Żuromski, Daniel
Pacholik-Żuromska, Anita
Fedyniuk, Adam
Powiązania:
https://bibliotekanauki.pl/articles/2127718.pdf
Data publikacji:
2022
Wydawca:
Uniwersytet Szczeciński. Wydawnictwo Naukowe Uniwersytetu Szczecińskiego
Tematy:
Cognitive Pragmatics
mechanism-based explanation
transformation
metacognition
Opis:
In this article we propose an extended approach in terms of Cognitive Pragmatics (CP) to the explanation of the development of the higher cognitive processes. Therefore, we explain in terms of CP how linguistic and pre-linguistic social practices shape the mind. CP, as we understand it here presents a broader transdisciplinary position covering developmental psychology, primatology, comparative psychology, cultural psychology, anthropology and philosophy. We present an argumentation for the thesis that CP provides an explanation to the origins and developmental mechanisms of some of higher mental functions unique to humans. Thus, we want to extend the notion of CP beyond its standard definition by emphasizing the transformative component of communicative acts. In our approach, CP first and foremost examines the cognitive mechanisms underlying social pre-linguistic and linguistic communication. Secondly, it explores how this communication reorganizes and transforms cognitive abilities and processes. We would like to extend the tasks of CP as well, because its goal is to not only describe cognitive processes that enable communication, but also to explain the social mechanisms of transformation of mind and cognition. We provide an example of said mechanisms of development of higher cognitive functions through the account of metacognition.
Źródło:
Analiza i Egzystencja; 2022, 58; 65-91
1734-9923
2300-7621
Pojawia się w:
Analiza i Egzystencja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Temperamental basis of a balanced temporal perspective: a mediating role of temporal metacognition
Autorzy:
Stolarski, Maciej
Krężołek, Katarzyna
Witowska, Joanna
Powiązania:
https://bibliotekanauki.pl/articles/27319425.pdf
Data publikacji:
2018-04-18
Wydawca:
Akademia Pedagogiki Specjalnej im. Marii Grzegorzewskiej. Wydawnictwo APS
Tematy:
temperament
temporal perspective
balanced temporal perspective
temporal metacognition
Opis:
Scientific studies carried out in the field of temporal psychology present a growing number of data suggesting an important role of a balanced temporal perspective in social and emotional adaptation of an individual. The current study attempted to empirically replicate a result suggesting a key role of temperament’s characteristics in the development of temporal balance. The novel character of erformed analysis took into account a new differentiating construct – dimensions of temporal metacognition. The study employed 115 participants. They filled in the personality quetsionnaire FCZ-KT, Zimbardo Time Perspective Inventory, which measures individual differences in temporal percpectives and a temporal metacognition scale (TMCS). The analysis point to a significant role of temperament’s traits – emotional reactivity and liveliness – in the shaping of temporal balance. Moreover, it was shown that the relationship between temperament and balanced temporal perspective are mediated fully by the dimensions of temporal metacognition – metacognitive temporal control and goaloriented temporal continuity. Importantly, the first of these dimensions turned out to be conditioned by the temperament to a far larger degree than the second one (42% vs. 4% of the mediated variability). The result allows a conclusion of a various basis of the two aspects of metacognition: temperamental – in the case of control, and non-temperamental (cognitive or experiencebased) – in the case of continuity. Temporal metacognition can, therefore, be a mechanism responsible for relationships between temperament and balanced temporal perspective described in the field literature.
Źródło:
Psychologia Wychowawcza; 2018, Special issue; 4-18
0033-2860
Pojawia się w:
Psychologia Wychowawcza
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
The Interactive Learning Model: A theory that assists the L2 learner in achieving self-awareness
Autorzy:
Johnston, Christine A.
Klein, Gabriella B.
Johnston, Noah
Johnston, Joel
Powiązania:
https://bibliotekanauki.pl/articles/2043621.pdf
Data publikacji:
2021-12-30
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
self-awareness
metacognition
L2 learning
learning patterns
Opis:
This study uses the Interactive Learning Model theory to explore the nature of self-awareness within each of three L2 learners. Using the Learning Connections Inventory (LCI), a validated and reliable learning instrument, each participant identified their combination of learning patterns. The subjects then recalled specific L2 learning experiences, relating them in first person narratives. Next, each subject composed anecdotes and reflections based on their narratives. They also participated in one-on-one interviews in which they described their learning experiences during basic L2 learning activities: vocabulary, grammar, writing, conversation, and passive listening during movies, live theatre, spectator sports, and television. Our analysis of the LCI outcomes and selfreported learning experiences demonstrated that the self-awareness gained from understanding their combination of learning patterns and expanded by the self-reflection activities, increased the participants’ ability to articulate the nature of their self-awareness and to identify evidence of their growth in self-awareness during L2 learning.
Źródło:
Glottodidactica. An International Journal of Applied Linguistics; 2021, 48, 2; 21-41
0072-4769
Pojawia się w:
Glottodidactica. An International Journal of Applied Linguistics
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
How metacognition and (reading) strategies develop according to Vygotsky
Autorzy:
Engen, Thor Ola
Powiązania:
https://bibliotekanauki.pl/articles/1387879.pdf
Data publikacji:
2018-09-30
Wydawca:
Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
Tematy:
metacognition
reading strategies
learning strategies
scientific concepts
Vygotsky
Opis:
The paper addresses the concepts of metacognition and (reading) strategies, the origin of which is usually traced back to the 1970s. However, the paper argues that conscious awareness, which Vygotsky introduced as early as the 1930s, is another term for metacognition. Further, according to Vygotsky, “… conscious awareness enters through the gate opened up by scientific concept” (Vygotsky 1987: 191, italics added), meaning that metacognitive skills develop in instruction, as a function of student’s work with academic concepts. This hypothesis, however, seems to be ignored by contemporary, mainstream researchers. For example, an influential study like PIRLS, contradictory to Vygotsky’s hypothesis, assumes that students already at the end of the elementary stage apply metacognitive skills – included reading strategies – in order to construct meaning in reading.
Źródło:
Problemy Wczesnej Edukacji; 2018, 42, 3; 28-36
1734-1582
2451-2230
Pojawia się w:
Problemy Wczesnej Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-15 z 29

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