Publication:
Metacognition: Developing Self-Knowledge Through Guided Reflection

Simple item page
dc.contributor.advisorElizabeth A. Williams
dc.contributor.advisorMary Deane Sorcinelli
dc.contributor.advisorRobert D. Marx
dc.contributor.authorWiezbicki-Stevens, Kathryn
dc.contributor.departmentUniversity of Massachusetts Amherst
dc.date2023-09-22T20:28:41.000
dc.date.accessioned2024-04-26T19:45:50Z
dc.date.available2024-04-26T19:45:50Z
dc.date.issued2009-09-01
dc.description.abstractMetacognitive self-knowledge has been identified as a crucial component of effective learning. It entails students recognizing their learning strengths and weaknesses, styles and preferences, and motivational beliefs. The present study explored a method for the development of metacognitive self-knowledge and in doing so, was also a means for discovering what academic experiences students perceive as influential in their development as learners. Twenty-seven college students, all senior psychology majors, produced written narratives in response to a guided reflection activity. A qualitative research approach employing analytic induction was used. Themes of academic experiences as described by participants provided support for neuroscientific findings on learning and active learning pedagogy. In addition, guided reflection was found to be effective for developing metacognitive self-knowledge. However, familiarity with the process of reflection was a crucial factor. This study suggests that educators provide increased opportunities for students to build competency in this regard, referred to as metacognitive literacy.
dc.description.degreeDoctor of Education (EdD)
dc.description.departmentEducation (also CAGS)
dc.identifier.doihttps://doi.org/10.7275/1079067
dc.identifier.urihttps://hdl.handle.net/20.500.14394/38565
dc.relation.urlhttps://scholarworks.umass.edu/cgi/viewcontent.cgi?article=1133&context=open_access_dissertations&unstamped=1
dc.source.statuspublished
dc.subjectactive learning
dc.subjectmemory
dc.subjectmetacognition
dc.subjectmetacognitive literacy
dc.subjectmetacognitive self-knowledge
dc.subjectreflection
dc.subjectPsychology
dc.titleMetacognition: Developing Self-Knowledge Through Guided Reflection
dc.typedissertation
dc.typearticle
dc.typedissertation
digcom.contributor.authorisAuthorOfPublication|email:kwiezbic@baypath.edu|institution:University of Massachusetts Amherst|Wiezbicki-Stevens, Kathryn
digcom.identifieropen_access_dissertations/126
digcom.identifier.contextkey1079067
digcom.identifier.submissionpathopen_access_dissertations/126
dspace.entity.typePublication
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
WiezbickiStevens_umass_0118D_10174.pdf
Size:
1.03 MB
Format:
Adobe Portable Document Format
Name: WiezbickiStevens_umass_0118D_10174.pdf
Size: 1.03 MB
Kind: Adobe PDF
Collections
Dissertations