Subjects -> EDUCATION (Total: 2328 journals)
    - ADULT EDUCATION (22 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (31 journals)
    - EDUCATION (1997 journals)
    - HIGHER EDUCATION (141 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (35 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (38 journals)
    - TEACHING METHODS AND CURRICULUM (36 journals)

EDUCATION (1997 journals)            First | 3 4 5 6 7 8 9 10     

Showing 1201 - 857 of 857 Journals sorted alphabetically
Jurnal Candrasangkala Pendidikan Sejarah     Open Access  
Jurnal Curricula     Open Access  
Jurnal Dinamika Pendidikan     Open Access  
Jurnal Dinamika Penelitian : Media Komunikasi Penelitian Sosial Keagamaan     Open Access  
Jurnal Educatio : Jurnal Pendidikan Indonesia     Open Access  
Jurnal Edukasi Khatulistiwa : Pembelajaran Bahasa dan Sastra Indonesia     Open Access  
Jurnal Hadhari : An International Journal     Open Access   (Followers: 2)
Jurnal Ilmiah KORPUS     Open Access  
Jurnal Ilmiah Potensia     Open Access  
Jurnal Ilmiah Sekolah Dasar     Open Access  
Jurnal Ilmu Pendidikan     Open Access   (Followers: 3)
Jurnal Ilmu Sosial dan Humaniora     Open Access  
Jurnal Inovasi Teknologi Pendidikan     Open Access   (Followers: 4)
Jurnal IPA & Pembelajaran IPA     Open Access  
Jurnal Kajian Bimbingan dan Konseling     Open Access   (Followers: 1)
Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya     Open Access   (Followers: 2)
Jurnal Kependidikan     Open Access   (Followers: 5)
Jurnal Kependidikan : Penelitian Inovasi Pembelajaran     Open Access   (Followers: 2)
Jurnal Keperawatan Profesional     Open Access  
Jurnal Konseling dan Pendidikan     Open Access  
Jurnal Manajemen dan Supervisi Pendidikan (JMSP)     Open Access  
Jurnal Pelangi     Open Access  
Jurnal Pembangunan Pendidikan Fondasi dan Aplikasi     Open Access  
Jurnal Pencerahan     Open Access   (Followers: 1)
Jurnal Pendidikan Bahasa dan Sastra     Open Access  
Jurnal Pendidikan Bahasa dan Sastra Indonesia     Open Access   (Followers: 4)
Jurnal Pendidikan Biologi     Open Access  
Jurnal Pendidikan Biologi Indonesia     Open Access  
Jurnal Pendidikan Bisnis dan Manajemen     Open Access  
Jurnal Pendidikan Edutama     Open Access  
Jurnal Pendidikan Ekonomi     Open Access  
Jurnal Pendidikan Fisika     Open Access   (Followers: 4)
Jurnal Pendidikan Fisika Indonesia (Indonesian Journal of Physics Education)     Open Access   (Followers: 2)
Jurnal Pendidikan Humaniora : Journal of Humanities Education     Open Access   (Followers: 1)
Jurnal Pendidikan IPA Indonesia     Open Access   (Followers: 2)
Jurnal Pendidikan Islam     Open Access   (Followers: 2)
Jurnal Pendidikan Karakter     Open Access   (Followers: 1)
Jurnal Pendidikan Malaysia     Open Access   (Followers: 1)
Jurnal Pendidikan Matematika Raflesia     Open Access  
Jurnal Pendidikan Nonformal     Open Access  
Jurnal Pendidikan Sains     Open Access   (Followers: 2)
Jurnal Pendidikan Teknologi dan Kejuruan     Open Access  
Jurnal Pendidikan Vokasi     Open Access  
Jurnal Penelitian dan Evaluasi Pendidikan     Open Access  
Jurnal Penelitian Pembelajaran Matematika Sekolah     Open Access  
Jurnal Penelitian Pendidikan     Open Access  
Jurnal Pengabdian Kepada Masyarakat (Indonesian Journal of Community Engagement)     Open Access  
Jurnal PGSD     Open Access  
Jurnal Prima Edukasia     Open Access   (Followers: 1)
Jurnal Pro-Life     Open Access  
Jurnal PROMKES : Jurnal Promosi Kesehatan dan Pendidikan Kesehatan Indonesia (The Indonesian Journal of Health Promotion and Health Education)     Open Access  
Jurnal Psikoedukasi dan Konseling     Open Access  
Jurnal Psikologi Pendidikan dan Konseling : Jurnal Kajian Psikologi Pendidikan dan Bimbingan Konseling     Open Access   (Followers: 1)
Jurnal Riset Pendidikan Matematika     Open Access  
Jurnal Sosiologi Pendidikan Humanis     Open Access  
Jurnal Taman Vokasi     Open Access  
Jurnal Tatsqif     Open Access  
Jurnal Varidika     Open Access  
Jurnal Visi Ilmu Pendidikan     Open Access  
K-12 STEM Education     Open Access   (Followers: 2)
Kappa Delta Pi Record     Hybrid Journal   (Followers: 2)
Karaelmas Eğitim Bilimleri Dergisi     Open Access  
Kasuari : Physics Education Journal     Open Access  
Kasvatus & Aika     Open Access  
Kerygma und Dogma     Hybrid Journal  
Kimün. Revista Interdisciplinaria de Formación Docente     Open Access  
Kleio     Full-text available via subscription   (Followers: 1)
Konfigurasi : Jurnal Pendidikan Kimia dan Terapan     Open Access  
KONSELI : Jurnal Bimbingan dan Konseling     Open Access  
Koulu ja menneisyys     Open Access  
Kreano, Jurnal Matematika Kreatif-Inovatif     Open Access   (Followers: 5)
Kronos : The Language Teaching Journal     Open Access  
KULA : knowldge creation, dissemination, and preservation studies     Open Access  
Kuramsal Eğitimbilim Dergisi / Journal of Theoretical Educational Science     Open Access  
L'Orientation scolaire et professionnelle     Open Access   (Followers: 1)
L2 Journal     Open Access   (Followers: 4)
Land Forces Academy Review     Open Access  
Language and Education     Hybrid Journal   (Followers: 18)
Language Literacy : Journal of Linguistics, Literature, and Language Teaching     Open Access   (Followers: 3)
Language Teaching     Hybrid Journal   (Followers: 32)
Language Teaching Research     Hybrid Journal   (Followers: 24)
Language Testing in Asia     Open Access   (Followers: 2)
Language, Culture and Curriculum     Hybrid Journal   (Followers: 8)
Language, Speech, and Hearing Services in Schools     Full-text available via subscription   (Followers: 12)
Laplage em Revista     Open Access   (Followers: 1)
Large-scale Assessments in Education     Open Access  
Latin American Journal of Content & Language Integrated Learning     Open Access  
LATISS Learning and Teaching in the Social Sciences     Hybrid Journal  
Law Teacher     Hybrid Journal   (Followers: 11)
Le Pédagogue     Open Access  
Leadership and Policy in Schools     Hybrid Journal   (Followers: 10)
Leading and Managing     Full-text available via subscription   (Followers: 3)
Learning & Behavior     Full-text available via subscription   (Followers: 4)
Learning : Research and Practice     Hybrid Journal  
Learning and Individual Differences     Hybrid Journal   (Followers: 11)
Learning and Instruction     Hybrid Journal   (Followers: 29)
Learning and Motivation     Hybrid Journal   (Followers: 17)
Learning and Teaching     Full-text available via subscription   (Followers: 3)
Learning and Teaching : The International Journal of Higher Education in the Social Sciences     Full-text available via subscription   (Followers: 10)
Learning and Teaching Mathematics     Full-text available via subscription   (Followers: 7)
Learning Disabilities Research & Practice     Hybrid Journal   (Followers: 14)
Learning, Culture and Social Interaction     Hybrid Journal   (Followers: 3)
Learning, Media and Technology     Hybrid Journal   (Followers: 53)
Lectura : Jurnal Pendidikan     Open Access  
Legal Education Review     Full-text available via subscription   (Followers: 4)
Les dossiers des sciences de l’éducation     Open Access  
Lidil     Open Access  
LingTera     Open Access  
Lingua Franca : Jurnal Bahasa, Sastra, dan Pengajarannya     Open Access  
Linguistics and Education     Hybrid Journal   (Followers: 12)
Linhas Criticas     Open Access  
Lisanul' Arab : Journal of Arabic Learning and Teaching     Open Access   (Followers: 1)
LITERA     Open Access  
Literacy     Hybrid Journal   (Followers: 5)
Literacy in Composition Studies     Open Access  
Literacy Learning: The Middle Years     Full-text available via subscription   (Followers: 6)
Literacy Research : Theory, Method, and Practice     Full-text available via subscription   (Followers: 5)
Literacy Research and Instruction     Hybrid Journal   (Followers: 3)
LLT Journal : A Journal on Language and Language Teaching     Open Access  
LO SCALPELLO-OTODI Educational     Hybrid Journal  
LOEX Quarterly     Full-text available via subscription   (Followers: 22)
LOGIKA Jurnal Ilmiah Lemlit Unswagati Cirebon     Open Access  
London Review of Education     Open Access   (Followers: 5)
Longitudinal and Life Course Studies     Full-text available via subscription   (Followers: 2)
LUMAT : International Journal on Math, Science and Technology Education     Open Access  
LUMAT-B : International Journal on Math, Science and Technology Education     Open Access  
MADARASAH Jurnal Pendidikan dan Pembelajaran Dasar     Open Access   (Followers: 1)
Maestro y Sociedad     Open Access  
Magister : Revista de Formación del Profesorado e Innovación Educativa     Open Access  
Magister : Revista de Investigación Educativa     Full-text available via subscription  
Management in Education     Hybrid Journal   (Followers: 11)
Management Teaching Review     Hybrid Journal   (Followers: 1)
Manajemen Pendidikan     Open Access  
Manajer Pendidikan     Open Access  
MaPan : Jurnal Matematika dan Pembelajaran     Open Access  
MarcoELE     Open Access  
Marketing of Scientific and Research Organizations     Open Access  
Mask     Full-text available via subscription   (Followers: 1)
Matemáticas, Educación y Sociedad     Open Access  
Mathematical Methods in the Applied Sciences     Hybrid Journal   (Followers: 4)
Mathematics Education Journal     Open Access   (Followers: 1)
Mathematics Education Research Journal     Partially Free   (Followers: 17)
McGill Journal of Education / Revue des sciences de l'éducation de McGill     Open Access   (Followers: 3)
Media Practice and Education     Hybrid Journal   (Followers: 8)
Medical Education     Hybrid Journal   (Followers: 73)
Medical Education Development     Open Access   (Followers: 14)
Medical Education Online     Open Access   (Followers: 33)
Medical Science Educator     Hybrid Journal   (Followers: 2)
MEDICC Review     Open Access  
Medienwelten - Zeitschrift für Medienpädagogik     Open Access  
Mediterranean Journal of Social Sciences     Open Access  
Mentoring & Tutoring: Partnership in Learning     Hybrid Journal   (Followers: 8)
Mesure et évaluation en éducation     Full-text available via subscription   (Followers: 1)
Metacognition and Learning     Hybrid Journal   (Followers: 9)
Method & Theory in the Study of Religion     Hybrid Journal   (Followers: 10)
Metro Magazine: Media & Education Magazine     Full-text available via subscription   (Followers: 3)
Michigan Journal of Community Service Learning     Free   (Followers: 3)
Mid-Atlantic Education Review     Open Access   (Followers: 1)
MIDA : Jurnal Pendidikan Dasar Islam     Open Access  
Middle Grades Review     Open Access  
Millenium : Journal of Education, Technologies, and Health     Open Access  
Mimbar Pendidikan : Jurnal Indonesia untuk Kajian Pendidikan     Open Access  
MIMBAR PENDIDIKAN : Jurnal Indonesia untuk Kajian Pendidikan (Indonesian Journal for Educational Studies)     Open Access  
Mind, Brain, and Education     Hybrid Journal   (Followers: 6)
Minerva     Hybrid Journal   (Followers: 14)
Miscelánea Comillas. Revista de Ciencias Humanas y Sociales     Open Access  
Modelling in Science Education and Learning     Open Access   (Followers: 1)
Modulema : Revista Científica sobre Diversidad Cultural     Open Access   (Followers: 1)
Morphologie     Full-text available via subscription  
Movimento     Open Access  
MSOR Connections     Open Access   (Followers: 1)
Muaddib : Studi Kependidikan dan Keislaman     Open Access  
MULTIárea : Revista de didáctica     Open Access  
Multicultural Perspectives     Hybrid Journal   (Followers: 6)
Multidisciplinary Journal of Educational Research     Open Access   (Followers: 3)
Multilingual Education     Open Access   (Followers: 3)
Muróbbî : Jurnal Ilmu Pendidikan     Open Access  
Music Education Research     Hybrid Journal   (Followers: 14)
Music Educators Journal     Hybrid Journal   (Followers: 8)
Musica Docta     Open Access   (Followers: 1)
MUST : Journal of Mathematics Education, Science and Technology     Open Access   (Followers: 1)
Nadwa : Jurnal Pendidikan Islam     Open Access  
NALS Journal     Open Access  
NASPA Journal About Women in Higher Education     Hybrid Journal   (Followers: 3)
NASSP Bulletin     Hybrid Journal   (Followers: 1)
National Identities     Hybrid Journal   (Followers: 6)
National Institute Economic Review     Hybrid Journal   (Followers: 10)
Natural Science     Open Access   (Followers: 9)
Nature Methods     Full-text available via subscription   (Followers: 417)
Near and Middle Eastern Journal of Research in Education     Open Access   (Followers: 1)
Netla     Open Access  
New Directions for Adult & Continuing Education     Hybrid Journal   (Followers: 7)
New Directions for Community Colleges     Hybrid Journal   (Followers: 3)
New Directions for Higher Education     Hybrid Journal   (Followers: 17)
New Directions for Institutional Research     Hybrid Journal   (Followers: 4)
New Directions for Student Services     Hybrid Journal  
New Directions for Teaching & Learning     Hybrid Journal   (Followers: 13)
New Educational Approaches     Open Access  
New Zealand Journal of Educational Studies     Hybrid Journal   (Followers: 2)
New Zealand Journal of Outdoor Education: Ko Tane Mahuta Pupuke     Full-text available via subscription   (Followers: 1)

  First | 3 4 5 6 7 8 9 10     

Similar Journals
Journal Cover
Metacognition and Learning
Journal Prestige (SJR): 2.627
Citation Impact (citeScore): 4
Number of Followers: 9  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1556-1631 - ISSN (Online) 1556-1623
Published by Springer-Verlag Homepage  [2570 journals]
  • Correction to: Development of Children’s monitoring and control when
           learning from texts: effects of age and test format
    • Abstract: The article Development of Children’s monitoring and control when learning from texts: effects of age and test format, written by Martina Steiner, Mariëtte H. van Loon, Natalie S. Bayard and Claudia M. Roebers, was originally published electronically on September 7, 2019 without open access.
      PubDate: 2019-12-17
       
  • A comparison of non-verbal and verbal indicators of young children’s
           metacognition
    • Abstract: Abstract In the past decade, research increasingly uncovers emerging metacognitive skills in young children by using child-friendly, creative, and non-verbal measures of metacognition. In the present study, the now often used non-verbal “opt-out” paradigm and classical verbal metacognitive judgments (judgments-of-learning and confidence judgments) were used in the context of a paired associates learning task. Prospectively (before the memory test) and retrospectively (after recognition) N = 138 children (N = 72 5-year-olds; N = 66 6-year-olds) evaluated their performance. Results revealed evidence for existing metacognitive skills in their relative sense (discriminating correct from incorrect responses in the metacognitive measures) but poor metacognitive accuracy in absolute terms. The non-verbal opt-out measures were not found to consistently and substantially facilitate especially 5-year-olds` metacognitive skills. Correlating non-verbal and verbal measures revealed shared but also distinct, yet to be explained variances calling for a strongly differentiated concept of children’s early metacognition.
      PubDate: 2019-12-13
       
  • Correction to: How social challenges affect children’s regulation and
           assignment quality in hypermedia: a process mining study
    • Abstract: The original version of this article unfortunately contained a mistake.
      PubDate: 2019-12-07
       
  • Play it safe or play to learn: mindsets and behavioral self-regulation in
           kindergarten
    • Abstract: Abstract Individuals hold different mindsets encompassing beliefs about trait stability (stable vs. malleable) and goal orientations (performance vs. mastery). These motivational beliefs affect behavioral self-regulation, which is an important predictor of school success and includes both executive functions (EF) and classroom behavioral self-regulation (CBSR). In this study, we examined the structure of mindsets in kindergarteners and the relations with EF and CBSR by interviewing 147 kindergarteners (51% female) aged 5 to 7 years (M = 6.47, SD = .39). We used a multimethod approach with self-report and direct measures of behavioral self-regulation, achievement, and a newly developed mindset scale. Exploratory and confirmatory factor analyses revealed that trait beliefs and goal orientations represent two different but related motivational beliefs. Results indicated differential effects of trait beliefs and goal orientations on EF and CBSR: Children with a mastery (vs. performance) orientation showed better EF, whereas children with a belief in traits as malleable (vs. stable) showed better CBSR. Structural equation modeling showed significant indirect effects of both motivational beliefs on achievement, with EF and CBSR as mediators. Findings suggest that motivational beliefs are important in fostering behavioral self-regulation for successful adjustment to the demands of kindergarten.
      PubDate: 2019-12-01
       
  • Maternal scaffolding during play with 12- to 24-month-old infants:
           stability over time and relations with emerging effortful control
    • Abstract: Abstract There is evidence that parents could influence the development of their children’s effortful control in infancy through social interaction. Playful interactions in infancy often involve scaffolding - i.e. the parental provision of support and modelling for problem solving and learning during play. However, previous research has found little consistency over time in this type of parental scaffolding behaviour with infants. The present study had two aims. The first aim was to use a new, tiered coding system to assess the consistency of maternal scaffolding across toys (at the same time point) and over time. The second aim was to assess whether features of parental scaffolding related to concurrent or future measures of child effortful control. Thirty-six mother-child dyads engaged in joint play when children were 12, 18 and 24 months old. The following inhibitory/effortful control tests were administered: The ‘Grasping Task’, an object-retrieval task using a spoon laden with food at 12 months; Two delay of gratification tasks (Snack Delay and Gift Delay) at 24 months. The Bayley Scales of Infant Development Cognitive Scale was administered at 18 months. Maternal propensity to scaffold was the scaffolding behaviour that showed most consistency across toys and over time. Maternal contingency at 12 months predicted children’s effortful control at 24 months. Sequential analysis indicated that maternal contingent interventions leading to children’s successful actions could be the developmental mechanism underpinning the relationship between contingency and later effortful control. Maternal behaviour during play could lay the foundations for the strategic regulation of cognition and behaviour.
      PubDate: 2019-12-01
       
  • Initial judgment of solvability in non-verbal problems – a predictor
           of solving processes
    • Abstract: Abstract Meta-reasoning refers to processes by which people monitor problem-solving activities and regulate effort investment. Solving is hypothesized to begin with an initial Judgment of Solvability (iJOS)—the solver’s first impression as to whether the problem is solvable—which guides solving attempts. Meta-reasoning research has largely neglected non-verbal problems. In this study we used Raven’s matrices to examine iJOS in non-verbal problems and its predictive value for effort investment, final Judgment of Solvability (fJOS), and confidence in the final answer. We generated unsolvable matrix versions by switching locations of elements in original Raven’s matrices, thereby breaking the rules while keeping the original components. Participants provided quick (4 s) iJOSs for all matrices and then attempted to solve them without a time limit. In two experiments, iJOS predicted solving time, fJOS, and confidence. Moreover, although difficulty of the original matrices was dissociated from solvability, iJOS was misled by original matrix difficulty. Interestingly, when the unsolvable matrices were relatively similar to the originals (Experiment 2), iJOSs were reliable, discriminating between solvable and unsolvable matrices. When the unsolvable matrices involved greater disruption of the rules (Experiment 1), iJOS was not consistently predictive of solvability. This study addresses a gap in meta-reasoning research by highlighting the predictive value of iJOS for the solving processes that follow. The study also provides many future directions for meta-reasoning research in general, and regarding non-verbal problems, in particular.
      PubDate: 2019-12-01
       
  • Recognizing early childhood as a critical time for developing and
           supporting self-regulation
    • Abstract: Abstract Research in educational and developmental psychology offers evidence that children are developing basic capacities (i.e., executive functions) for self-regulating long before they receive formal instruction in school. Importantly, the evidence indicates self-regulation is a strong predictor of outcomes in early childhood and across the lifespan. This comment considers contributions from four studies published in the special issue of Metacognition and Learning, titled “Self-Regulation and Co-Regulation in Early Childhood: Development, Assessment and Supporting Factors.” The studies reveal 2–3-year-old children’s spontaneous use of strategies to support success on delay tasks and individual differences in 5–7-year-old children’s ability beliefs and goal orientations. They also signal important differences in parents’ scaffolding/co-regulation of children’s self-regulation. All studies point to the particular importance of attending to developmental trajectories of children judged “at risk” in their development of self-regulation and supporting parents to develop strategies for co-regulating children in the context of challenging tasks. Considerations for future research are raised.
      PubDate: 2019-11-25
       
  • How do parents guide children towards ‘playing to learn’'
           Reflections on four studies in a special issue on self- and co-regulation
           in early childhood
    • Abstract: Abstract This special issue on early self- and co-regulation addresses a topic that is founded on a rich mix of theoretical perspectives, including self-determination theory, socio-cultural theory, attachment theory and artificial intelligence. Reflecting this diversity, the papers adopt a diverse range of approaches to cutting-edge questions regarding self- and co-regulation. At the same time, the papers share a number of common themes, of which the first is a downwards expansion of the developmental scope of existing research on children’s ability to delay gratification to encompass findings from infants and toddlers. A second common theme is a careful attention to issues of ecological validity. Alongside these commonalities, the papers also show complementarity in their focus on the parent or the child. In this commentary I seek to identify both common and specific strengths and limitations and offer suggestions regarding fruitful avenues for future research in this field.
      PubDate: 2019-11-23
       
  • Confidence to spare: individual differences in cognitive and metacognitive
           arrogance and competence
    • Abstract: Abstract While some individuals are able to confidently make competent choices, others make poor decisions but are unjustifiably confident. What are their individual characteristics' This study examined individual differences in cognitive and metacognitive competence and arrogance. In doing so, we determined the role of metacognitive confidence and self-monitoring in competence and arrogance. We also investigated the predictive validity of the resulting model to decision-making competence. Psychology undergraduates (N = 180) completed measures of intelligence, on-task confidence, arrogant-and dogmatic-like traits and thinking dispositions. Confirmatory Factor Analysis revealed that the most parsimonious solution was a hierarchical two-factor model defined by broad Cognitive and Metacognitive Competence and Arrogance factors. The broad Competence was defined by positive loadings from Intelligence and Confidence factors and a negative loading from the Dogmatism factor. The broad Arrogance factor was defined by positive loadings from Confidence, Arrogance, and Dogmatism factors, but no loading from the Intelligence. Therefore, the study determined that the Confidence trait loaded on both factors while a first-order Intelligence factor loaded on Competence only. Thus, while arrogant individuals were as confident as competent individuals, this confidence was not justified by their performance and ability. Moreover, Arrogance positively predicted higher bias, confidence, prediction and evaluation estimates, but not actual performance on a decision task. In contrast, the Competence factor positively predicted the accuracy of performance. Supporting and extending the Koriat’s (1997) cue utilization theory, the current results indicated that test- and (systematic) individual-specific sources of diagnostic cues underlie judgment accuracy, however, they seem to play different roles for individuals based on their relative standing within the Cognitive and Metacognitive Competence and Arrogance taxonomy. Extending Dunning et.al (2003), some “people tend to be blissfully unaware of their incompetence” and are “triply cursed” as they are also dogmatic.
      PubDate: 2019-11-09
       
  • Introduction to the special Issue “applied metacognition: real-world
           applications beyond learning”
    • Abstract: Abstract Research in the area of metacognition is on the rise. Translating and applying the fruits of basic scientific results to various end-users and real-world scenarios is an increasingly important challenge for science. The field of metacognition has been a key component for the model of self-regulated learning. It has provided an important platform for translating this branch of research to educators, policymakers and learners. Nevertheless, theories and measurement models used in metacognitive research largely overlap with other fields, such as decision-making. This issue, titled ‘Applied Metacognition: Real-word applications beyond learning’, aims to inform and inspire the metacognitive research community to (occasionally) look beyond the role of metacognitive factors in self-regulated learning, to the multitude of other applied areas that can benefit end-users and real-world situations. Focusing on on-task confidence judgments, self-monitoring and evaluation, this issue includes seven empirical papers applying metacognitive models to the gamification of metacognitive assessment, decision-making and problem-solving, with implications for cybersecurity, eyewitness testimony, education and business.
      PubDate: 2019-11-06
       
  • Self-regulation and co-regulation in early childhood – development,
           assessment and supporting factors
    • Abstract: Abstract The development of self-regulation represents one of the hallmarks in early childhood. This special issue addresses important questions regarding the assessment and development of self-regulation, as well as influencing factors in early childhood: (1) How can self-regulation be assessed in early childhood' (2) How can parents support the development of self-regulation at this age' (3) How do parent and child beliefs contribute to the development of self-regulation in young children' Targeting the first question, Mulder et al., Metacognition and Learning (2019) explore the dynamics of self-control strategies during delay of gratification in two- and three-year-old children. Neale and Whitebread, Metacognition and Learning (2019) emphasize the second question by analysing the stability of maternal scaffolding across toys and time with 12 to 24 month old infants and its relation to effortful control. Gärtner et al., Metacognition and Learning, 13(3), 241-264 (2018) contribute to the second and third question with their work on the relation of parents’ self-efficacy beliefs and co-regulation behaviour to child inhibitory control in two-year-old toddlers. The third question is also addressed by Compagnoni et al., Metacognition and Learning (2019), who report on the validation of a self-report instrument for assessing mindsets in kindergartners and its relation to self-regulation. The commonalities and differences among the four papers, and their empirical and theoretical contributions to the rising field of self-regulation research in early childhood are discussed by Claire Hughes, Metacognition and Learning (2019) and Nancy Perry, Metacognition and Learning (2019). This special issue constitutes an important step towards an understanding of the interplay of self-regulation with child and parent characteristics in early childhood.
      PubDate: 2019-11-04
       
  • Applied metacognition and separation of confidence and accuracy in
           correlational studies
    • PubDate: 2019-10-24
       
  • Investigating changes in self-evaluation of technical competences in the
           serious game Serena Supergreen: Findings, challenges and lessons learned
    • Abstract: Abstract Self-evaluation of one’s competences is considered a core factor in various domains of human functioning, including learning and instruction, as well as academic and vocational choices. Researchers from the fields of metacognition and learning, as well as motivation and learning have thus intensively investigated issues related to the self-evaluation of competences. Insights from both lines of research have been used in the serious game project SERENA to inform the selection and design of technical tasks and tutorial feedback strategies. The main goal of the SERENA project was to develop a serious game for adolescent females that fosters their self-evaluation of competence regarding technical tasks. This paper describes how insights from metacognition, motivation and feedback research were integrated to inform the game design. Furthermore, it reports two evaluation studies conducted with 93 students in real school settings. The findings reveal that girls’ self-evaluation of competences assessed in terms of perceived technical competences and self-concept of technical abilities, as well as intrinsic motivation regarding technical tasks can be strengthened with the serious game Serena Supergreen. The log-file analyses indicate that seeking feedback and help within the game is associated with an increase in perceived competences. The challenges encountered within this applied research field are discussed.
      PubDate: 2019-10-22
       
  • Correction to: Better beware: comparing metacognition for phishing and
           legitimate emails
    • Abstract: The article “Better beware: comparing metacognition for phishing and legitimate emails”, written by Casey Inez Canfield, Baruch Fischhoff and Alex Davis, was originally published electronically on the publisher’s internet portal (currently SpringerLink) on 20 July 2019 without open access.
      PubDate: 2019-09-13
       
  • Cognitive and metacognitive determinants of eyewitness memory accuracy
           over time
    • Abstract: Abstract In the present study, we investigated the accuracy of eyewitness accounts over time from a metacognitive perspective, in which post-retrieval monitoring and control processes play a crucial role in mediating between memory retrieval and ultimate memory performance. In two experiments, participants viewed a narrated slide show depicting ordinary daily events and were questioned about fine-grained event details, either immediately or after a delay (of either 24 or 48 h). High motivation for accurate responding was induced via monetary incentives (Exp. 1) or instructions (Exp. 2). Using Koriat and Goldsmith’s (1996) Quantity-Accuracy Profile methodology, we were able to isolate the cognitive and metacognitive components posited to underly free-report memory accuracy, and to examine them over time. Our results showed that, even under conditions of free-report and high motivation for accurate responding, the accuracy of memory reports declined substantially over time, largely due to reduced monitoring effectiveness (i.e., monitoring resolution) rather than to changes in control policy (i.e., report criterion). As predicted, the decline over time in confidence was more pronounced for true than for false memories, such that the metacognitive ability to differentiate between correct and incorrect answers deteriorated with time. This poorer monitoring resolution resulted in an increased proportion of errors among the volunteered responses, and consequently, in lower free-report accuracy. Our results shed light on the manner in which memory accuracy over time is affected by changes in the effectiveness of the metacognitive processes that operate during memory reporting.
      PubDate: 2019-09-11
       
  • Correction to: Initial judgment of solvability in non-verbal problems –
           a predictor of solving processes
    • Abstract: The original version of this article unfortunately contained a mistake in page 7, particularly in the second paragraph of “Procedure” section of Experiment 1: "… and only 0.3% of the answers were given in four seconds or more." The word "more" should be replaced with "less".
      PubDate: 2019-08-29
       
  • Confidence judgments: The monitoring of object-level and same-level
           performance
    • Abstract: Abstract The influential metacognitive framework of Nelson and Narens (1990) distinguishes between object-level and meta-level, with two metacognitive processes, monitoring and control, governing the interplay between them. Monitoring refers to the process by which the meta-level tracks the accuracy of object level-performance, whereas control refers to the processes by which the meta-level regulates object-level processes. In this study, I examine the prediction derived from Koriat’s (Psychological Review, 119, 80–113 2012a) self-consistency model (SCM) that when people indicate their confidence in the accuracy of their choice, their confidence actually monitors the likelihood that others will make the same choice better than the accuracy of that choice. This was shown to be the case for three levels of processing: choosing the correct option, predicting the choice made by others, and predicting the predictions made by others about the majority choice. The conditions under which object-level correspondence and same-level correspondence are aligned or diverge are discussed.
      PubDate: 2019-07-27
       
  • The process of early self-control: an observational study in two- and
           three-year-olds
    • Abstract: Abstract Early individual differences in self-control are predictive of numerous developmental outcomes, such as physical health and risk-taking behaviours. Therefore, it is important to improve our understanding of how young children manage to exert self-control. This study investigates two- and three-year-old children’s behaviours during two self-control tasks and the association between the occurrence of these behaviours and task success. Furthermore, the study examines relations between timing and occurrence of these behaviours and caregiver-rated self-control. Two- and three-year-olds (N = 62) were given a snack and gift delay of gratification task to measure self-control. The following behaviours were coded second-by-second during the delay: direction of visual attention and the body (directed towards or away from the reward), distracting with the hands (fidgeting), and actively ‘withholding’ the hands (e.g., holding one hand with the other). To assess caregiver-rated self-control, parents and teachers filled out a selected set of items from the Early Childhood Behaviour Questionnaire inhibitory control scale (Putnam et al. 2006). The percentage of time that children looked away and withheld their hands from the reward positively predicted task success, suggesting that these behaviours are strategic at this young age. Average latency of initiating these behaviours was <10 s for successful children. Teacher-rated (but not parent-rated) self-control related to both the timing and co-occurrence of these behaviours, supporting the ecological validity of the observations. These findings call for future studies to examine further how individual and contextual factors shape the fine-grained dynamics of strategy use in self-control early in life.
      PubDate: 2019-07-26
       
  • Better beware: comparing metacognition for phishing and legitimate emails
    • Abstract: Abstract Every electronic message poses some threat of being a phishing attack. If recipients underestimate that threat, they expose themselves, and those connected to them, to identity theft, ransom, malware, or worse. If recipients overestimate that threat, then they incur needless costs, perhaps reducing their willingness and ability to respond over time. In two experiments, we examined the appropriateness of individuals’ confidence in their judgments of whether email messages were legitimate or phishing, using calibration and resolution as metacognition metrics. Both experiments found that participants had reasonable calibration but poor resolution, reflecting a weak correlation between their confidence and knowledge. These patterns differed for legitimate and phishing emails, with participants being better calibrated for legitimate emails, except when expressing complete confidence in their judgments, but consistently overconfident for phishing emails. The second experiment compared performance on the laboratory task with individuals’ actual vulnerability, and found that participants with better resolution were less likely to have malicious files on their home computers. That comparison raised general questions about the design of anti-phishing training and of providing feedback essential to self-regulated learning.
      PubDate: 2019-07-20
       
  • Does domain matter' Monitoring accuracy across domains
    • Abstract: Abstract Confidence and its accuracy have been most commonly examined in domains such as general knowledge and learning, with less study of other domains, such as applied knowledge and problem solving. Monitoring accuracy in real-world competencies may depend on characteristics of the domain. In this study, we examined whether monitoring accuracy, both calibration (resistance to overconfidence) and resolution (discrimination) indices, are stable within individuals across tasks that represent highly diverse domains. We examined the well-established domain of general knowledge and three understudied applied domains of financial calculation, probability calculation, and the social skill of emotion recognition. In addition, we examined correlations between monitoring accuracy and cognitive abilities (intellectual ability and working memory) and several aggregated judgments regarding each task as a whole (ratings of predicted performance, task difficulty, and effort required) as well as the classic postdictive itemized confidence ratings. We found that resistance to overconfidence (calibration) was significantly positively correlated across tasks, reflecting a confidence trait, but not resolution. We also found that cognitive abilities were more consistently predictive of calibration than of resolution. Aggregated judgments and postdictive confidence were significant predictors of both calibration and resolution, but associations were task specific. Emotion recognition displayed the most unique profile of findings relative to other tasks. We conclude that when considering a wide range of domains, calibration displays domain generality, but resolution may display specificity across tasks.
      PubDate: 2019-07-17
       
 
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