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    Wyświetlanie 1-8 z 8
    Tytuł:
    Współzależność metapoznawczego Ja i wybranych aspektów funkcjonowania poznawczego
    Interdependence of metacognitive self and selected aspects of cognitive functioning
    Autorzy:
    Brycz, Hanna
    Karasiewicz, Karol
    Klimaszewska, Joanna
    Powiązania:
    https://bibliotekanauki.pl/articles/1178124.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Kazimierza Wielkiego w Bydgoszczy
    Tematy:
    cognition
    cross-cultural study
    metacognitive self
    Opis:
    The main aim of our investigation is a cognitive interdependence to metacognitive self. Metacognitive self construct as a new one is considered. Three studies are presented: first two as evidence for monitoring effect of metacognitive self, and the last one – as cross-cultural study. The latter is devoted to the role of metacognitive self in affect regulation. Studies showed that metacognitive self may be responsible for persistence in cognitive load conditions, and metacognitive self may serve as a protector against certain symptoms of depression.
    Źródło:
    Polskie Forum Psychologiczne; 2014, XIX, 3; 401-408
    1642-1043
    Pojawia się w:
    Polskie Forum Psychologiczne
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    The effect of metacognitive self on confirmation bias revealed in relation to community and competence
    Autorzy:
    Brycz, Hanna
    Wyszomirska-Góra, Magdalena
    Bar-Tal, Yoram
    Wiśniewski, Piotr
    Powiązania:
    https://bibliotekanauki.pl/articles/430841.pdf
    Data publikacji:
    2014-09-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    metacognitive self
    social perception
    community
    competence
    cognitive biases
    confirmation bias
    Opis:
    The main goal of our study was to investigate the role of insight into one’s own biases (metacognitive self) in the process of hypothesis validation in accordance to the two fundamental social perception domains (community and competence) on the example of confirmation bias. The study was conducted on a group of 593 participants with the use of a confirmation bias procedure, a free recall procedure and the Metacognitive Self scale. We manipulated with the domain and the value of information given to the respondents. We suspected that individuals with a high metacognitive self, in opposition to low metacognitive self ones, would not process the given information according to the two fundamental social perception domains. The results verified the existence of an interaction effect of the metacognitive self (MCS) and the domain of the information given about a perceived person on the susceptibility to follow the confirmation bias. Contrary to the low metacognitive self individuals, who show a higher tendency for the confirmation bias within the competence than the community domain, persons with a high insight into their own biases express the same level of confirmation bias in no respect to the domain of the information. The value of the information has no significant influence.
    Źródło:
    Polish Psychological Bulletin; 2014, 45, 3; 306-311
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Samoświadomość metakognitywna w kształceniu sprawności pisania na studiach neofilologicznych. Na przykładzie italianistyki Uniwersytetu Wrocławskiego
    The role of metacognitive self-consciousness in teaching writing skills at the neophilological faculty. Example of the Italian Studies at the University of Wrocław
    Autorzy:
    Grabowska, Monika
    Zapłotna, Agata
    Powiązania:
    https://bibliotekanauki.pl/articles/2098469.pdf
    Data publikacji:
    2021-09-28
    Wydawca:
    Uniwersytet im. Adama Mickiewicza w Poznaniu. Collegium Novum. Polskie Towarzystwo Neofilologiczne
    Tematy:
    metacognitive self-consciousness
    metacognitive reflexion
    writing skills
    Italian studies
    samoświadomość metakognitywna
    refleksja metakognitywna
    sprawność pisania
    italianistyka
    Opis:
    The paper  presents the results of a survey conducted in the academic year 2018/2019 among students of Italian Studies at the University of Wroclaw on metacognitive self-consciousness concerning Italian writing proficiency. The questions concerned the students' practice of written forms of expression in their private lives; the contribution (actual or anticipated) of writing proficiency in their current and future professional career; and the evaluation of the teaching of writing proficiency within the university curriculum of Italian Studies. The study was qualitative and conducted from an emic perspective, involving students in metacognitive reflection. The results of the study indicate limited metacognitive self-consciousness on the part of the students of Italian Studies, who are not, however, devoid of any criticism of the practical Italian language course curriculum. 
    Źródło:
    Neofilolog; 2021, 57/1; 119-133
    1429-2173
    Pojawia się w:
    Neofilolog
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Relation of various levels on which metacognitive knowledge is utilized and personality characters with self-efficacy against problems
    Autorzy:
    Taghizadeh, Mohamad Ehsan
    Radfar, Zahra
    Powiązania:
    https://bibliotekanauki.pl/articles/1192603.pdf
    Data publikacji:
    2016
    Wydawca:
    Przedsiębiorstwo Wydawnictw Naukowych Darwin / Scientific Publishing House DARWIN
    Tematy:
    Personality characters
    self-efficacy
    metacognitive knowledge
    Opis:
    The current paper was conducted with the aim of examining Relation of various levels on which metacognitive knowledge is utilized and personality characters with self-efficacy against problems. The present research falls under applied category in terms of goals and it is descriptive of correlation type based on data gathering styles. Accordingly, from among all female high school girls in the city of Kermanshah who were studying in the educational year of 2014-2015, the number of 385 people was selected as the sample via multistage sampling method, and for more assurance, the sample size was increased to 400 peoples. To investigate the variables, three questionnaires of NEO Personality Factors, Metacognition Awareness and Self-efficacy were applied. Findings revealed that there was a negative significant correlation between personality character of neuroticism with trend knowledge, planning, information management strategy, fault finding strategies, assessment of learning process and overall cognitive knowledge. A positive significant correlation was found between extrovert character with expression knowledge, planning, information management strategy and overall cognitive knowledge. A positive significant relation was also found between personality character of openness to experience with expression knowledge, trend knowledge, planning and faultfinding strategies. Meanwhile, there was a positive significant correlation between personality character of agreeableness with expression knowledge and information management strategy. Again, there was a positive significant correlation between conscientiousness with trend knowledge, situational knowledge, planning and assessment of learning process as well as overall cognitive knowledge. also suggested that there was a positive significant correlation between self-efficacy with cognitive knowledge, cognitive adjustment, metacognition, problem-oriented strategies, acquisition of support and cessation of negative thinking and meanwhile, a positive significant correlation was found between self-efficacy with neuroticism, openness to experience, agreeableness, conscientiousness, problem –oriented strategy, support acquisition, cessation of negative thinking. .
    Źródło:
    World Scientific News; 2016, 55; 199-209
    2392-2192
    Pojawia się w:
    World Scientific News
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Methodological and Contextual Foundations of Metacognitive Monitoring Training Program in Student Self-Regulated Learning
    Autorzy:
    Balashov, Eduard
    Pasichnyk, Ihor
    Kalamazh, Ruslana
    Powiązania:
    https://bibliotekanauki.pl/articles/18104456.pdf
    Data publikacji:
    2022-06-30
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    metacognitive monitoring
    self-regulated learning
    training programme
    university students
    Opis:
    Aim. This manuscript aims to present the theoretical and contextual characteristics of the developed training program focused on identifying the components of students’ self-regulated learning activities with the use of metacognitive monitoring as well as improving the effectiveness of the students’ learning activities at the individual-personal, motivational-volitional, cognitive and metacognitive levels. To do this, we sought to analyze these phenomena in scientific literature and develop a training program aimed to develop students’ reflexivity, internal learning motivation, and metacognitive skills; to inform students about the features of metacognitive monitoring and metacognitive control of self-regulated learning activities, their awareness of the characteristics of their own processes of understanding, evaluating and reproducing information; to form comprehension and task analysis skills, as well as understanding of the specifics of performed tasks. Methods. A system of general scientific methods was used: analysis and synthesis of the main characteristics of the concepts of self-regulated learning and metacognitive monitoring as a complex multidimensional formation, comprehension of the psychological foundations of self-regulated learning, systematization and generalization of scientific provisions of metacognitive monitoring in student self-regulated learning. This study focused on the design and development of the training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning. Results. The presented manuscript has analyzed the theoretical aspects of the concepts of metacognitive monitoring and self-regulated learning of HEI students. The theoretical essence of the methodological and contextual characteristics of the above mentioned phenomena has been studied. The role and importance of metacognitive monitoring and its components in the learning efficiency and academic self-regulation of HEI students have been described. It has been determined that metacognitive monitoring as a metacognitive characteristic of personality determines not only the organization of mental and behavioral processes, but also relates to the academic success of the subject of learning activity, namely the student. The training program for increasing the efficiency of metacognitive monitoring in student self-regulated learning has been developed and presented. Conclusions. The program was designed to help students consciously approach the independent planning and setting of learning goals, control intellectual and metacognitive activities, and use cognitive and metacognitive strategies in learning, monitoring, controlling and correcting their learning activities. Since these processes provide students with cognitive understanding of their own cognitive processes, the use of this type of training program will help students optimize their learning outcomes through metacognitive monitoring in the process of self-regulated learning activities.
    Źródło:
    Journal of Education Culture and Society; 2022, 13, 1; 77-92
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Meta-Behavioural Skill: Students without Problem Behaviour vs. Students with Problem Behaviour
    Autorzy:
    Rahman, Saemah
    Abdullah, Zakri
    Powiązania:
    https://bibliotekanauki.pl/articles/18104474.pdf
    Data publikacji:
    2013-09-30
    Wydawca:
    Wydawnictwo Adam Marszałek
    Tematy:
    metacognitive skills
    meta-behavioural skills
    self-regulation
    students with problem behaviour
    students without problem behaviour
    Opis:
    This study aimed to identify the levels of meta-behavioural skills among students from the categories of students without problem behaviour (SWOPB) and students with problem behaviour (SWPB). The sample of the study comprised 803 respondents, 398 students from the SWOPB category and 405 from the SWPB category. Meta-Behavioural Self-Evaluation questionnaire was used to measure meta-behavioural skills of the respondents. Research findings show that the meta-behavioural skills of students from the SWOPB category were better compared to SWPB. The findings also show that both groups lack conditional knowledge which is an important aspect of effective behaviour regulation, but the score for the SWPB group is very low (mean=1.55) as compared to the SWOPB group (mean =2.34). It can be hypothesized that conditional knowledge is one of the factors that should be promoted to help decrease problematic behaviour in schools.
    Źródło:
    The New Educational Review; 2013, 33; 97-107
    1732-6729
    Pojawia się w:
    The New Educational Review
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Refleksja metapoznawcza w procesie kształtowania sprawności pisania
    Metacognitive Reflection in the Process of Developing Academic Writing Skills
    Autorzy:
    Łompieś, Jan
    Powiązania:
    https://bibliotekanauki.pl/articles/1192565.pdf
    Data publikacji:
    2018
    Wydawca:
    Krakowskie Towarzystwo TERTIUM
    Tematy:
    autokorekta
    autorefleksja
    język obcy
    kompetencja
    metapoznanie
    pisanie
    refleksja metapoznawcza
    samoocena
    sprawność pisania
    self-correction
    self-reflection
    foreign language
    competence
    metacognition
    metacognitive reflection
    self-assessment
    writing skill
    Opis:
    W artykule omówiona jest rola refleksji metapoznawczej i systematycznej praktyki pisania dla kształtowania sprawności tworzenia tekstów w języku obcym. Wychodząc od przedstawienia wybranych opinii i badań nad niskim poziomem pisania efektywnością kształcenia sztuki tworzenia tekstów pisanych autor podejmuje próbę weryfikacji hipotezy o pozytywnym wpływie refleksji metapoznawczej, a także praktyki systematycznego pisania, w tym także metodą freewriting, na rozwój sprawności pisania. Hipotezę autor stara się zweryfikować w toku własnych zajęć ze studentami, podczas których grupa studentów przez jeden semestr uczestniczyła w systematycznym pisaniu podczas zajęć oraz praktykowała sterowaną przez nauczyciela autorefleksję nad przebiegiem i oceną wyników własnych prac. Ten quasi-eksperyment wstępnie wykazał pewien przyrost biegłości w pisaniu mierzonej długością tekstu w określonym czasie pisania oraz wzrost umiejętności autokorekty własnych tekstów kosztem jednak zwiększenia czasochłonności pracy tak studentów jak nauczyciela. Hipoteza wpływu wspomnianych czynników na wzrost sprawności pisania, także w aspekcie jakościowym, wymaga dalszych pogłębionych badań.
    This article discusses the role of metacognitive reflection and the systematic practice of writing in shaping the ability to create texts in a foreign language. Starting with the presentation of selected opinions and research on the unsatisfactory level of student writing, the author attempts to verify the hypothesis of the positive influence of metacognitive reflection, as well as the practice of systematic writing, including the freewriting method, on the development of writing skills. The author tried to verify this hypothesis during his classes at the University of Warsaw. For one semester a group of students participated in systematic writing, practiced self-reflection on their writing, and evaluated the results of their work. This quasi-experiment showed a certain improvement in the students’ writing skills and ability to self-correct their texts. However, it is difficult to assess to what extent these individual factors, i.e. self-reflection and systematic writing, have contributed to the improvement of students’ writing skills. Therefore, the hypothesis about the positive influence of self-reflection and systematic writing on enhancing writing skills requires further in-depth research.
    Źródło:
    Półrocznik Językoznawczy Tertium; 2018, 3, 2
    2543-7844
    Pojawia się w:
    Półrocznik Językoznawczy Tertium
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Metapoznanie – czy możemy być świadomi przebiegu własnego procesu uczenia się stosując neurofeedback
    Meta cognition – can we be aware of the process of our own learning – usage of neurofeedback
    Autorzy:
    Grochowska, Irena
    Powiązania:
    https://bibliotekanauki.pl/articles/470855.pdf
    Data publikacji:
    2014
    Wydawca:
    Uniwersytet Kardynała Stefana Wyszyńskiego w Warszawie
    Tematy:
    metacognition
    biofeedback
    neurofeedback
    metacognitive and cognitive strategies
    brain waves
    self-regulation
    metapoznanie
    strategie metakognitywne i kognitywne
    fale mózgowe
    samoregulacja
    Opis:
    The human mind is the mediator of knowledge about the world, because no human being has direct knowledge of their surrounding reality. All knowledge is „read and transported” by the brain and nervous system. Regardless of the progressive nature of the research into psychic phenomena, we are still faced with the mystery of what phenomena occur in the brain. The difficulties are mainly due to the interdisciplinary nature of cognitive science. Cognitive science as an interdisciplinary field, which attempts to explore the human mind and find a common area of research to unite all scientific research. Attempts to understand the mind constitute the most interdisciplinary task. Neuroscience is one of the disciplines that make up modern cognitive science. Neurobiology suggests the variety of processes that occur either in individual cells, the brain and nervous system, and the human body. Modern studies indicate the possibility of cognition of the brain in order to apply effective teaching and education. How does the brain learn? This question stimulates researchers to interdisciplinary cooperation in order to obtain a satisfactory answer. Recently there have been many new concepts related to research into the brain and methods that allow you to better utilize the potential of the brain in order to undertake a conscious process of self-discovery. The science of the brain is not only a part of medical science or biology, but also disciplines such as pedagogy and didactics. The concepts neuroteaching, neurodidactics and neurotechnologies are new, still relatively unknown and unused. Reflecting on the conscious changes in the learning process, it is worth looking into the rules of biofeedback and neurofeedback and the possibilities to practically applying EEG biofeedback training, which is becoming a readily available method. Insightful observations of bioelectrical activity of the brain have led to naming multiple correlations between the mental state of individuals, their behaviour and EEG activity. Biofeedback, as a neuro technological road to self-discovery, allows for the individual functions of the brain and body, previously considered involuntary, to become dependent on our will to a certain degree. Upon obtaining a higher degree of self-awareness, self-regulatory responses develop. Proponents of this method argue that self-regulation will become a major part of health care in the twenty-first century.
    Źródło:
    Studia Ecologiae et Bioethicae; 2014, 12, 3; 9-32
    1733-1218
    Pojawia się w:
    Studia Ecologiae et Bioethicae
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-8 z 8

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