- Author:
Janina Uszyńska-Jarmoc
- E-mail:
j.uszynska@uwb.edu.pl
- Institution:
University of Bialystok, Poland
- ORCID:
https://orcid.org/0000-0002-9078-5096
- Author:
Beata Kunat
- E-mail:
b.kunat@uwb.edu.pl
- Institution:
University of Bialystok, Poland
- ORCID:
https://orcid.org/0000-0002-5205-1366
- Author:
Monika Żak-Skalimowska
- E-mail:
m.zak@onet.pl
- Institution:
University of Bialystok, Poland
- ORCID:
https://orcid.org/0000-0002-0235-782
- Year of publication:
2018
- Source:
Show
- Pages:
40-62
- DOI Address:
https://doi.org/10.15804/kie.2018.04.02
- PDF:
kie/122/kie12202.pdf
Cognition and meta-learning competencies are important elements in teacher education programs. The research presented was aimed at discovering the link between the need for cognition and meta-learning competence. The research sample comprised 250 students of teacher education in their first-year of study for the degree of licencjat (Bachelor’s equivalent) and magister (Master’s equivalent). Research findings demonstrate the existence of 1) a correlation between the students’ need for cognition and their meta-learning competence, 2) differences between students at the Bachelor’s and Master’s level of education with regard to their expressed need for cognition and meta-learning competence (including subcomponents of the latter) which suggests that these needs and competencies develop over the course of their university education.
- Author:
Sonja Čotar Konrad
- Year of publication:
2015
- Source:
Show
- Pages:
239-250
- DOI Address:
https://doi.org/10.15804/tner.2015.42.4.20
- PDF:
tner/201504/tner20150420.pdf
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.
- Author:
Liliana Ciascai
- E-mail:
liliana.ciascai@mail.ubbcluj.ro
- Institution:
Babes-Bolyai University
- Author:
Lavinia Haiduc
- E-mail:
lavinia_haiduc@yahoo.com
- Institution:
Babes-Bolyai University
- Year of publication:
2014
- Source:
Show
- Pages:
269-279
- DOI Address:
https://doi.org/10.15804/tner.14.37.3.21
- PDF:
tner/201403/tner3721.pdf
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.
- Author:
Walentyna Wróblewska
- Institution:
University of Białystok
- Year of publication:
2008
- Source:
Show
- Pages:
184-190
- DOI Address:
https://doi.org/10.15804/tner.08.14.1.11
- PDF:
tner/200801/tner1411.pdf
Profound transformations of civilization create new needs for the generating, processing, storing and transmitting of knowledge. New objectives arise due to these needs in various areas of social life. One of the important aspects of the undergoing transformations is the increasing significance of non-institutional processes of education, including the process of self-education, which still does not have the right position in the teaching theory and practice. There is a need to analyse the process from different perspectives, diverse contexts and on the grounds of various theories. The present article emphasizes the concept of the analysis of student self-education from the perspective of the subject undertaking the process in the context of the effects of university and the changes of reality. The presentation of the proposed analysis is of a teaching character based on cognitive theories of the development of personality.
- Author:
Avni Yildiz
- E-mail:
yildiz.avni@gmail.com
- Institution:
Ahi Evran University, Turkey
- Author:
Serdal Baltaci
- E-mail:
serdalbaltaci@gmail.com
- Institution:
Ahi Evran University, Turkey
- Author:
Bülent Güven
- E-mail:
bguven@ktu.edu.tr guvenbulent@gmail.com
- Institution:
Karadeniz Technical University, Trabzon, Turkey
- Year of publication:
2011
- Source:
Show
- Pages:
248-260
- DOI Address:
https://doi.org/10.15804/tner.11.26.4.20
- PDF:
tner/201104/tner2620.pdf
This research aims to examine how gifted students exert their metacognition in each problem-solving step while solving a problem. In this sense, the researchers gave four students of the 8th grade three mathematics problems. The data of the study was collected through clinical interviews. The voice recordings of the students during the problem solving process and the solutions they wrote on paper formed the data of the study. The findings show that gifted students display metacognitive behaviours in problem solving process intensity. It was also observed that gifted students display some metacognitive behaviours which had not been determined by researchers before. These behaviours are seen at the stage of looking back and they are revision of connections between topics which were learnt in the past after solving a problem and relaxation of brain in order to evaluate what has been done by thinking over alternative ways. The findings of the research are important in terms of determining how gifted students exert their metacognition in each problem-solving step.