College Students’ Current Status of Metacognitive Accuracy and Its Implications
AUTHORS
Pyong Ho Kim,Assistant Professor, Department of Educational Psychology Seoul Women’s University, Seoul, South Korea
ABSTRACT
College students show tendency of becoming either overconfident or underconfident regarding their examination performances. It demonstrates a low level of metacognitive accuracy. This research investigated how accurately college students, particularly freshman pre-service teachers of early childhood education department in South Korea, predict their performance prior to two major exams during a semester. The major rationale of the study is to foster students’ metacognition in higher education. 48 freshmen pre-service teachers participated in the study online, with two study tools implemented: namely, a question survey and an open-ended questionnaire. The results showed that the student participants’ prediction on final exam was more accurate than that of midterm exam, showing moderately improved metacognitive accuracy, with a few exceptions. This paper suggested a few implications for higher education instructors regarding how to successfully implement metacognitive methods in class settings based on the findings.
KEYWORDS
Metacognition, Metacognitive accuracy, Monitoring, Higher education
REFERENCES
[1] J. H. Flavell, “Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry,” American Psychologist, vol.34, no.10, pp.906-911, (1979)
[2] J. Metcalfe, “Metacognitive judgments and control of study, current directions in psychological science,” vol.18, no.3, pp.159-163, (2009)
[3] J. Metcalfe and B. Finn, “Evidence that judgments of learning are causally related to study choice,” Psychonomic Bulletin and Review, vol.15, no.1, pp.174-179, (2008)
[4] J. Goodman-Delahunty, P.A. Granhag, M. Hartwig, and E.F. Loftus, “Insightful or wishful: Lawyers’ ability to predict case outcomes,” Psychology, Public Policy, and Law, vol.16, no.2, pp.133-157, (2010)
[5] J. H. Flavell, A. G. Friedrichs, and J. D. Hoyt, “Developmental changes in memorization processes,” Cognitive Psychology,” vol.1, no.4, pp.324-340, (1970)
[6] A. A. Callender, A. M. Franco-Watkins, and A. S. Roberts, “Improving metacognition in the classroom through instruction, training, and feedback,” Metacognition and Learning, vol.11, no.2, pp.215-235, (2016)
[7] G. Schraw and D. Moshman, “Metacognitive theories,” Educational Psychology Review, vol.7, pp.351-371, (1995)
[8] G. Schraw and R. S. Dennison, “Metacognitive theories,” Educational Psychology Review, vol.19, pp.460-475, (1994)
[8] G. Schraw and R. S. Dennison, “Metacognitive theories,” Educational Psychology Review, vol.19, pp.460-475, (1994)
[10] M. V. Siagan, S. Sarahig, and B. Sinaga, “Development of learning materials oriented on problem-based learning model to improve students’ mathematical problem-solving ability and metacognition ability,” International Electronic Journal of Mathematics Education, vol.14, no.2, pp.331-340, (2019)
[11] Y. Safari and H. Meskini, “The effect of metacognitive instruction on problem solving skills in Iranian students of health sciences,” Global Journal of Health Science, vol.8, no.1, pp.150-156, (2016)
[12] V. Halamish, “Pre-service and in-service teachers’ metacognitive knowledge of learning strategies,” Frontiers in Psychology, vol.9, pp.2512-2523, (2018)
[13] J. Dewey, “Symposium on the purpose and organization of physics teaching in secondary schools,” School Science and Mathematics, vol.9, no.3, pp.291-292, (1909)
[14] C. D. Frith, “The role of metacognition in human social interactions,” Philosophical Transactions of the Royal Society B: Biological Sciences, vol.367, pp.2213-2223, (2012)