Promoting general metacognitive awareness

@article{Schraw1998PromotingGM,
  title={Promoting general metacognitive awareness},
  author={Gregory Schraw},
  journal={Instructional Science},
  year={1998},
  volume={26},
  pages={113-125}
}
  • Gregory Schraw
  • Published 1 March 1998
  • Psychology, Education, Biology
  • Instructional Science
I describe two aspects of metacognition, knowledge of cognition and regulation of cognition, and how they are related to domain-specific knowledge and cognitive abilities. I argue that metacognitive knowledge is multidimensional, domain-general in nature, and teachable. Four instructional strategies are described for promoting the construction and acquisition of metacognitive awareness. These include promoting general awareness, improving self-knowledge and regulatory skills, and promoting… 
Enhancing EFL Readers' Metacognition
This article discusses two components of metacognition: knowledge of cognition and regulation of cognition, which are of great importance in learning. In order to be more successful, competent
Metacognition and Metacognitive Learning
This chapter critically reviews the literature of metacognition and metacognitive teaching to shed light on the need for the effective implementation of a competency-based curriculum. Studies
Understanding metacognitive awareness among teachers in the school system: issues and benefits
This paper deals with the understanding of metacognitive awareness among teachers. The concept of metacognition is operationalized. This is followed by the essence of metacognition and learning. We
METACOGNITIVE STRATEGIES AND POSSIBILITIES FOR FUTURE RESEARCH
  • S. Locatelli
  • Education
    GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION
  • 2019
Basically, metacognition is composed of two central aspects, “knowledge of cognition and regulation of cognition” (Schraw, 1998, p.113), being the last characteristic, fundamental in the teaching and
Making Metacognition Explicit: Developing a Theoretical Foundation for Metacognitive Prompting During Scenario-based Training
In this paper we describe a set of metacognition related training interventions that can be introduced in advanced scenario-based training systems. A long line of research in the cognitive and
An Overview: Metacognition in Education
Metacognition refers to “thinking about thinking” or our ability to know what we know, what we don’t know and how to regulate as well as control such thinking. This article seeks to give an overview
Examining the Domain-Specificity of Metacognition Using Academic Domains and Task-Specific Individual Differences.
Metacognition refers to students’ knowledge and regulation of cognition, as well as their accuracy in predicting their academic performance. This study addressed two major questions: 1) how do
Metacognition and Reading Comprehension: Current Trends in Theory and Research.
This paper reviews the recent theoretical and empirical literature relevant to metacognition and reading comprehension. The first chapter presents a definition of metacognition and considers
METACOGNITIVE STRATEGIES: ASSET TO EFFICIENT LEARNING AND EDUCATION
The following text deals with the metacognitive strategies. All authors introduce readers into the metacognition terminology and knowledge and describe in detail contemporary trends in the field of
Metacognition: A Literature Review Research Report
Metacognition is defined most simply as “thinking about thinking.” Metacognition consists of two components: knowledge and regulation. Metacognitive knowledge includes knowledge about oneself as a
...
...

References

SHOWING 1-10 OF 47 REFERENCES
Metacognition in basic skills instruction
Metacognition is increasingly recognized as important to learning. This article describes self-regulatory processes that promote achievement in the basic skills of reading and mathematical problem
Metacognitive theories
This paper proposes a framework for understanding people's theories about their own cognition. Metacognitive theories are defined broadly as systematic frameworks used to explain and direct
Assessing metacognitive awareness
Abstract We constructed a 52-item inventory to measure adults′ metacognitive awareness. Items were classified into eight subcomponents subsumed under two broader categories, knowledge of cognition
The Effect of Metacognitive Knowledge on Local and Global Monitoring
Abstract This study investigated whether knowledge of cognition affects regulation of cognition. College students were assigned to one of three levels of monitoring ability based on pre-experimental
A broad BACEIS for improving thinking
This article describes a theory of factors which affect intellectual performance. Many current programs and approaches to improving thinking skills tend to be overly narrow, often ignoring the
Children's Metacognition About Reading: issues in Definition, Measurement, and Instruction
Metacognition has become a popular term in theories of cognitive development and reading. What children know about the goals, tasks, and strategies of reading can influence how well they plan and
Development of Metacognition in Gifted Children: Directions for Future Research
Abstract This article provides an overview of the existing literature on the development of metacognition in gifted children and emphasizes needed areas of research. Research examining individual
Metacognition, comprehension monitoring, and the adult reader
This article provides an overview and synthesis of the current literature on metacognition and comprehension monitoring among adult readers. It is organized around three major research questions: (1)
When Children and Adults Do Not Use Learning Strategies: Toward a Theory of Settings
Strategies enhance learning. However, children and adults often fail to invoke strategic behaviors. In this article, five reasons for failure to use strategies are discussed: (a) poor cognitive
Does a General Monitoring Skill Exist
Two experiments investigated whether monitoring is better characterized as a domain-specific or a domain-general phenomenon. In Experiment 1, college students' performance and discrimination accuracy
...
...