ZNAČAJ METAKOGNITIVNIH STRATEGIJA UČENJA I MOTIVACIJE ZA USPEH U UČENJU STUDENATA SPECIJALNE EDUKACIJE I REHABILITACIJE
Originalni naučni rad
Ključne reči:
metakognicija, metakognitivne strategije, motivacija
Apstrakt
Metakognicija, shvaćena kao znanje o sopstvenim kognitivnim procesima, pri čemu se odnosi, između ostalog, i na aktivno praćenje i posledično regulisanje ovih procesa, uključena je u različite aktivnosti tokom procesa učenja (obrazovanja). Sastoji se iz dva različita, međusobno povezana dela, metakognitivno znanje, koje je svest o svom razmišljanju i metakognitivna regulacija, koja je sposobnost upravljanja sopstvenim procesom razmišljanja. Cilj rada je ispitivanje i procena nivoa razvijenosti metakognitivne svesnosti studenata, razvijenost određenih domena metakognicije (orijentacija ka cilju, metakognitivno znanje, metakognitivna iskustva, metakognitivni izbor, metakognitivno praćenje), kao i odnos pola, godine studija i prosečne ocene na studijama, sa nivoom metakognicije. Istraživanje obuhvata ispitivanje 160 studenata Specijalne edukacije i rehabilitacije u Novom Sadu (152 ženskog pola i 8 studenata muškog pola), korišćenjem Upitnika za procenu metakognitivne svesnosti – GMAC (Generalized Measure of Adaptive Cognition). Rezultati ukazuju na prisutnost visokog nivoa metakognitivne svesnosti, pri čemu nisu pronađene statistički značajne razlike po polu, prosečnoj oceni tokom studija i godini studija, osim na dimenziji Orijentacija ka cilju, gde studenti ženskog pola pokazuju bolje rezultate. Dimenzija Orijentacija ka cilju se statistički značajno razlikuje od preostalih dimenzija Metakognitivno iskustvo, Izbor i Praćenje. Na ovoj dimenziji se ujedno beleže i najviši prosečni skorovi. Nalazi istraživanja upućuju na važnost proučavanja metakognicije i imliciraju mogućnosti unapređivanja metakognicije studenata.
Reference
Aghajari, Z., Loghmani, L., Ilkhani, M., Talebi, A., Ashktorab, T., Ahmadi, M., & Borhani F. (2018). The relationship between quality of learning experiences and academic burnout among nursing students of Shahid Beheshti University of Medical Sciences in 2015. Electronic Journal of General Medicine, 15(6), 1-10.
Akamatsu, D., Nakaya, M., & Koizumi, R. (2019). Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behavioral Sciences, 9(12), 2-9.
Al–Dawaideh, A. M., & Al-Saadi, I. A. (2013). Assessing metacognitive awareness of reading strategy use for students from the faculty of education at the University of King Abdulaziz. Mevlana International Journal of Education, 3(4), 223-235.
Ata, A. A., & Abdelwahid, A. E. A. (2019). Nursing students’ metacognitive thinking and goal orientation as predictors of academic motivation. American Journal of Nursing Research, 7(5), 793-801.
Aydın, S. (2016). An analysis of the relationship between high school students’ self-efficacy, metacognitive strategy use and their academic motivation for learn biology. Journal of Education and Training Studies, 4(2), 53-59.
Bakar, M. A. A., & Ismail, N. (2020). Metacognitive learning strategies in mathematics classroom intervention: A review of implementation and operational design aspect. International Electronic Journal of Mathematics Education, 15(1), 1-9.
Baker, L. (2008). Metacognition in comprehension instruction. In C. C. Block & S. R. Parris (Eds.), Comprehension instruction: Research-based best practices. 2nd ed. (pp. 65-77). New York: Guilford Press.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychology, 28(2), 117-148.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641-1660.
Beziat, T. L. Bynum, Y., & Klash, E. F. (2017). Metacognitive awareness and mindset in current and future principals. School Leadership Review, 12(2), 23-31.
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64(1), 417-444.
Boekaerts M. (1997). Self-regulated learning: A new concept embraced by researchers, policymakers, educators, teachers, and students. Learn Instr., 7(2):161-86.
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48(3), 306-307.
Cakır, N., & Guven, G. (2019). The role of metacognitive awareness and motivation of prospective primary school teachers in predicting their academic achievement in the ‘science and technology laboratory applications’; course. International Journal of Progressive Education, 15(3), 28-43.
Cera R, Mancini M, Antonietti A. Relationships between metacognition, self-efficacy and self-regulation in learning. Educational, Cultural and Psychological Studies- es. 2013;(7):115-41.
Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165-172.
Daher, W., Anabousy, A., & Jabarin, R. (2018). Metacognition, positioning and emotions in mathematical activities. International Journal of Research in Education and Science, 4(1), 292-303.
de Boer, H, Donker, A. S., Kostons, D. D N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115.
Deci, E. L., & Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. In N. Weinstein (Ed.). Human motivation and interpersonal relationships (pp. 53-73). Singapore: Springer.
Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In: W. Liu, J. Wang, & R.
M. Ryan (Eds.), Building autonomous learners (pp. 9-29). Singapore: Springer.
Dunlosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98(1), 37-56.
Fauzi A, Sa’diyah W. (2019). Students’ metacognitive skills from the viewpoint of answering biological questions: Is it already good?. Jurnal Pendidikan IPA In- donesia, 8(3), 317-27.
Ferreira, P. C., Veiga Simão, A. M., & da Silva, A. L. (2015). The unidimensionality and overestimation of metacognitive awareness in children: validating the CA- TOM. Anales de Psicología, 31(3), 930-940.
Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The nature of intelligence (p. 232). Hillsdale: Lawrence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Fleming, S. M., & Dolan, R. J. (2012). The neural basis of metacognitive ability. Philosophical Transactions of the Royal Society B: Biological Sciences, 367(1594):1338-1349.
Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21.
Gordon, J. (1996). Tracks for learning. Metacognition and learning technologies. Australian Journal of Educational technology, 12 (1), 46-55.
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(3), 26-36.
Haslofça, F., & Korkmaz, N. H. (2016). Reliability and validity of academic motivation scale for sports high school students. SHS Web of Conferences, 26, 1-8.
Haynie, M., & Shepherd, D. A. (2009). A measure of adaptive cognition for entrepreneurship research. Entrepreneurship Theory and Practice, 33(3), 695-714.
Iqbal, S., Akram, R., Gohar, B., Mahmood, A., Naz, N., & Mudasar, S. (2019). Meta-cognitive awareness and academic achievement of medical students in different medical colleges of Lahore, Pakistan. International Journal of Contemporary Medical Research, 6(9), 14-18.
Kallio, H., Virta, K., & Kallio, M. (2018). Modeling the components of metacognitive awareness. International Journal of Educational Psychology, 7(2), 94-122.
Kankaraš, M. (2004). Metakognicija – nova kognitivna paradigma. Psihologija, 37(2), 149-161.
Kaufman, J. A., & Jensen, J. A. (2017). Meditative training improves undergraduate executive functioning. Journal of College Student Psychotherapy, 32(2), 163- 179.
Kovač-Cerović, T. (1990). Nova potraga za inteligencijom. Psihologija, 23(1-2), 93- 111.
Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4):268-273.
Marchand, G. C., & Gutierrez, A. P. (2012). The role of emotion in the learning process: Comparisons between online and face-to-face learning settings. Internet and Higher Education, 15(3), 150-160.
Marjan, M. (2018). Importance of promoting metacognitive awareness at university. Vocational training: Research and realities, 29(1), 3-18.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131.
Mirkov, S. (2006). Metakognicija u obrazovnom procesu. Zbornik instituta za pedagoška istraživanja, 38(1), 7-24.
Oguz, A., & Ataseven, N. (2016). The relationship between metacognitive skills and motivation of university students. Educational Process International Journal, 5(1), 54-64.
OMalley, J. М., & Chamot, A. U. (1990). A cognitive theory of learning. In J. OMalley, & A. Chamot (Eds.), Learning strategies in second language acquisition (pp. 16-55). Cambridge: Cambridge University Press.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Palmer B. C., Langrehr, D. (1995). A Historical Perspective of Metacognition. From Abstraction to Paradigm. Needham Heights (MA), Paramount.
Panda, S. (2017). Metacognitive awareness of college students: perspectives of age and gender. Scholarly Research Journal for Interdisciplinary Studies, 4(37), 8402-8412.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Ramirez-Arellano, A., Bory-Reyes, J., & Hernández-Simón, L. M. (2018). Emotions, motivation, cognitive–metacognitive strategies, and behavior as predictors of learning performance in blended learning. Journal of Educational Computing Research, 57(2), 491-512.
Roebers, C. M., & Feurer, E. (2015). Linking executive functions and procedural metacognition. Child Development Perspectives, 10(1), 39-44.
Sawhney, N., & Bansal, S. (2015). Metacognitive awareness of undergraduate students in relation to their academic achievement. International Journal of Indian Psychology, 3(1), 107-114.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Schraw G. Promoting general metacognitive awareness. In: Hartman H, ed. by. Metacognition in learning and instruction. London: Kluwer Academic Publishers; 2001. p. 3-16.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
Sigler, E. A., & Tallent-Runnels, M. K. (2006). Examining the validity of scores from an instrument designed to measure metacognition of problem-solving. Journal of General Psychology, 133(3), 257-276.
Tatić, M., Nešović, P., i Simonović, M. (2019). Comparison of metacognitive awareness of medical students during two years follow up. Medicinski podmladak, 70(2), 43-47.
Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. S. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education. New York: Routledge.
Trigueros, R., Aguilar-Parra, J. M., Lopez-Liria, R., Cangas, A. J., González, J. J., & Álvarez, J. F. (2020). The role of perception of support in the classroom on the student’s motivation and emotions: The impact on metacognition strategies and academic performance in math and English classes. Frontiers in Psychology, 10(2794), 1-10.
Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacogni- tion and Learning, 5(3), 269-288.
Akamatsu, D., Nakaya, M., & Koizumi, R. (2019). Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behavioral Sciences, 9(12), 2-9.
Al–Dawaideh, A. M., & Al-Saadi, I. A. (2013). Assessing metacognitive awareness of reading strategy use for students from the faculty of education at the University of King Abdulaziz. Mevlana International Journal of Education, 3(4), 223-235.
Ata, A. A., & Abdelwahid, A. E. A. (2019). Nursing students’ metacognitive thinking and goal orientation as predictors of academic motivation. American Journal of Nursing Research, 7(5), 793-801.
Aydın, S. (2016). An analysis of the relationship between high school students’ self-efficacy, metacognitive strategy use and their academic motivation for learn biology. Journal of Education and Training Studies, 4(2), 53-59.
Bakar, M. A. A., & Ismail, N. (2020). Metacognitive learning strategies in mathematics classroom intervention: A review of implementation and operational design aspect. International Electronic Journal of Mathematics Education, 15(1), 1-9.
Baker, L. (2008). Metacognition in comprehension instruction. In C. C. Block & S. R. Parris (Eds.), Comprehension instruction: Research-based best practices. 2nd ed. (pp. 65-77). New York: Guilford Press.
Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychology, 28(2), 117-148.
Bandura, A. (1997). Exercise of personal and collective efficacy in changing societies. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 1-45). Cambridge: Cambridge University Press.
Best, J. R., & Miller, P. H. (2010). A developmental perspective on executive function. Child Development, 81(6), 1641-1660.
Beziat, T. L. Bynum, Y., & Klash, E. F. (2017). Metacognitive awareness and mindset in current and future principals. School Leadership Review, 12(2), 23-31.
Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64(1), 417-444.
Boekaerts M. (1997). Self-regulated learning: A new concept embraced by researchers, policymakers, educators, teachers, and students. Learn Instr., 7(2):161-86.
Cacioppo, J. T., Petty, R. E., & Kao, C. F. (1984). The efficient assessment of need for cognition. Journal of Personality Assessment, 48(3), 306-307.
Cakır, N., & Guven, G. (2019). The role of metacognitive awareness and motivation of prospective primary school teachers in predicting their academic achievement in the ‘science and technology laboratory applications’; course. International Journal of Progressive Education, 15(3), 28-43.
Cera R, Mancini M, Antonietti A. Relationships between metacognition, self-efficacy and self-regulation in learning. Educational, Cultural and Psychological Studies- es. 2013;(7):115-41.
Coutinho, S. (2008). Self-efficacy, metacognition, and performance. North American Journal of Psychology, 10(1), 165-172.
Daher, W., Anabousy, A., & Jabarin, R. (2018). Metacognition, positioning and emotions in mathematical activities. International Journal of Research in Education and Science, 4(1), 292-303.
de Boer, H, Donker, A. S., Kostons, D. D N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115.
Deci, E. L., & Ryan, R. M. (2014). Autonomy and need satisfaction in close relationships: Relationships motivation theory. In N. Weinstein (Ed.). Human motivation and interpersonal relationships (pp. 53-73). Singapore: Springer.
Deci, E. L., & Ryan, R. M. (2016). Optimizing students’ motivation in the era of testing and pressure: A self-determination theory perspective. In: W. Liu, J. Wang, & R.
M. Ryan (Eds.), Building autonomous learners (pp. 9-29). Singapore: Springer.
Dunlosky, J., & Thiede, K. W. (1998). What makes people study more? An evaluation of factors that affect self-paced study. Acta Psychologica, 98(1), 37-56.
Fauzi A, Sa’diyah W. (2019). Students’ metacognitive skills from the viewpoint of answering biological questions: Is it already good?. Jurnal Pendidikan IPA In- donesia, 8(3), 317-27.
Ferreira, P. C., Veiga Simão, A. M., & da Silva, A. L. (2015). The unidimensionality and overestimation of metacognitive awareness in children: validating the CA- TOM. Anales de Psicología, 31(3), 930-940.
Flavell, J. H. (1976). Metacognitive aspects of problem-solving. In L. B. Resnick (Ed.), The nature of intelligence (p. 232). Hillsdale: Lawrence Erlbaum.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Fleming, S. M., & Dolan, R. J. (2012). The neural basis of metacognitive ability. Philosophical Transactions of the Royal Society B: Biological Sciences, 367(1594):1338-1349.
Gholami, M., Moghadam, P. K., Mohammadipoor, F., Tarahi, M. J., Sak, M., Toulabi, T., & Pour, A. H. H. (2016). Comparing the effects of problem-based learning and the traditional lecture method on critical thinking skills and metacognitive awareness in nursing students in a critical care nursing course. Nurse Education Today, 45, 16-21.
Gordon, J. (1996). Tracks for learning. Metacognition and learning technologies. Australian Journal of Educational technology, 12 (1), 46-55.
Haerens, L., Aelterman, N., Vansteenkiste, M., Soenens, B., Van Petegem, S. (2015). Do perceived autonomy-supportive and controlling teaching relate to physical education students’ motivational experiences through unique pathways? Distinguishing between the bright and dark side of motivation. Psychology of Sport and Exercise, 16(3), 26-36.
Haslofça, F., & Korkmaz, N. H. (2016). Reliability and validity of academic motivation scale for sports high school students. SHS Web of Conferences, 26, 1-8.
Haynie, M., & Shepherd, D. A. (2009). A measure of adaptive cognition for entrepreneurship research. Entrepreneurship Theory and Practice, 33(3), 695-714.
Iqbal, S., Akram, R., Gohar, B., Mahmood, A., Naz, N., & Mudasar, S. (2019). Meta-cognitive awareness and academic achievement of medical students in different medical colleges of Lahore, Pakistan. International Journal of Contemporary Medical Research, 6(9), 14-18.
Kallio, H., Virta, K., & Kallio, M. (2018). Modeling the components of metacognitive awareness. International Journal of Educational Psychology, 7(2), 94-122.
Kankaraš, M. (2004). Metakognicija – nova kognitivna paradigma. Psihologija, 37(2), 149-161.
Kaufman, J. A., & Jensen, J. A. (2017). Meditative training improves undergraduate executive functioning. Journal of College Student Psychotherapy, 32(2), 163- 179.
Kovač-Cerović, T. (1990). Nova potraga za inteligencijom. Psihologija, 23(1-2), 93- 111.
Kuhn, D., & Dean, D. (2004). Metacognition: A bridge between cognitive psychology and educational practice. Theory into Practice, 43(4):268-273.
Marchand, G. C., & Gutierrez, A. P. (2012). The role of emotion in the learning process: Comparisons between online and face-to-face learning settings. Internet and Higher Education, 15(3), 150-160.
Marjan, M. (2018). Importance of promoting metacognitive awareness at university. Vocational training: Research and realities, 29(1), 3-18.
Mega, C., Ronconi, L., & De Beni, R. (2014). What makes a good student? How emotions, self-regulated learning, and motivation contribute to academic achievement. Journal of Educational Psychology, 106(1), 121-131.
Mirkov, S. (2006). Metakognicija u obrazovnom procesu. Zbornik instituta za pedagoška istraživanja, 38(1), 7-24.
Oguz, A., & Ataseven, N. (2016). The relationship between metacognitive skills and motivation of university students. Educational Process International Journal, 5(1), 54-64.
OMalley, J. М., & Chamot, A. U. (1990). A cognitive theory of learning. In J. OMalley, & A. Chamot (Eds.), Learning strategies in second language acquisition (pp. 16-55). Cambridge: Cambridge University Press.
Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66(4), 543-578.
Palmer B. C., Langrehr, D. (1995). A Historical Perspective of Metacognition. From Abstraction to Paradigm. Needham Heights (MA), Paramount.
Panda, S. (2017). Metacognitive awareness of college students: perspectives of age and gender. Scholarly Research Journal for Interdisciplinary Studies, 4(37), 8402-8412.
Pekrun, R., Goetz, T., Frenzel, A. C., Barchfeld, P., & Perry, R. P. (2011). Measuring emotions in students’ learning and performance: The achievement emotions questionnaire (AEQ). Contemporary Educational Psychology, 36(1), 36-48.
Ramirez-Arellano, A., Bory-Reyes, J., & Hernández-Simón, L. M. (2018). Emotions, motivation, cognitive–metacognitive strategies, and behavior as predictors of learning performance in blended learning. Journal of Educational Computing Research, 57(2), 491-512.
Roebers, C. M., & Feurer, E. (2015). Linking executive functions and procedural metacognition. Child Development Perspectives, 10(1), 39-44.
Sawhney, N., & Bansal, S. (2015). Metacognitive awareness of undergraduate students in relation to their academic achievement. International Journal of Indian Psychology, 3(1), 107-114.
Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind, Brain, and Education, 2(3), 114-121.
Schraw G. Promoting general metacognitive awareness. In: Hartman H, ed. by. Metacognition in learning and instruction. London: Kluwer Academic Publishers; 2001. p. 3-16.
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351-371.
Sigler, E. A., & Tallent-Runnels, M. K. (2006). Examining the validity of scores from an instrument designed to measure metacognition of problem-solving. Journal of General Psychology, 133(3), 257-276.
Tatić, M., Nešović, P., i Simonović, M. (2019). Comparison of metacognitive awareness of medical students during two years follow up. Medicinski podmladak, 70(2), 43-47.
Thiede, K. W., Griffin, T. D., Wiley, J., & Redford, J. S. (2009). Metacognitive monitoring during and after reading. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education. New York: Routledge.
Trigueros, R., Aguilar-Parra, J. M., Lopez-Liria, R., Cangas, A. J., González, J. J., & Álvarez, J. F. (2020). The role of perception of support in the classroom on the student’s motivation and emotions: The impact on metacognition strategies and academic performance in math and English classes. Frontiers in Psychology, 10(2794), 1-10.
Wilson, N. S., & Bai, H. (2010). The relationships and impact of teachers’ metacognitive knowledge and pedagogical understandings of metacognition. Metacogni- tion and Learning, 5(3), 269-288.
