• Korean Journal of Cognitive Science
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• v.26 no.1
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• pp.53-67
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• 2015

Metacognitive monitoring refers to high dimensional cognitive activities. Understanding one's own cognitive processes accurately can make effective controls for their performance. Brain area related with metacognition is PFC which is completed the order of late and it can be inferred that monitoring abilities is developing during late adolescent. In this study, we explored the developmental difference in monitoring accuracy between high school students and college students using by measuring JOL(Judgment of Learning). Participants was asked that they study Spanish-Korean word pairs and judge their future performance of memory. In the result, people in both groups thought that they could remember word pairs better than their actual performance. Absolute bias scores which mean the degree to predict their performance apart from true scores showed the interaction between subject groups and task difficulty. Specifically, people judged their learning state quite accurately in easy task condition. However, in difficult task condition, both groups showed inaccuracy for predicting their learning and the magnitude of the degree was bigger in the group of high school students.

• The Korean Journal of Coaching Psychology
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• v.7 no.2
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• pp.47-74
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• 2023

The purpose of this study was to test the effectiveness of a group coaching program to promote metacognitive learning ability in an academic context for adult learners enrolled at a distance university. The topics and objectives of the group coaching program focused on understanding and applying the elements of 'metacognitive knowledge', and each session was conducted online by integrating 'planing-monitoring-regulating', an element of 'metacognitive regulation', into the REGROW model of coaching. To verify the effectiveness of the program, research participants were recruited from adult university students enrolled in A Cyber University and assigned to the experimental and control groups. The experimental group was given the program, while the control group was given the program after the completion of the study. Metacognitive learning ability level and academic self-efficacy were tested before and after the program for both groups, and a satisfaction survey was conducted for the experimental group. Analyses of the data revealed that the experimental group showed higher scores on both the overall and sub-scales of perceived metacognitive learning ability and academic self-efficacy compared to the control group. Participants in the experimental group also reported high satisfaction with the program, increased knowledge of metacognition, awareness and application of metacognitive strategies, and found the group coaching approach beneficial. Based on these findings, implications, and suggestions for future research are presented.

• Journal of the Korea Convergence Society
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• v.9 no.2
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• pp.349-357
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• 2018

The purpose of this study was to identify the self-determination motivation on learning flow by college nursing students and the mediation effects of metacognition. A sample of 145 subjects were recruited from two university in G city. And data were collected from Nov 21 to Nov 30, 2016. Data were analyzed using with SPSS 22.0. The factors affecting the learning flow were self-determination motivation, planing and monitoring of metacognition, sex and explanatory power was 66.3%. All of the metacognition factors had a partial mediating effect in the relationship between self-determination motivation and learning flow. This study is to provide basic data to develop the nursing education method to improve learning flow in the field where self regulated learning is increasing.

• Journal of the Korea Society of Computer and Information
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• v.27 no.11
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• pp.89-98
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• 2022

Using the extended technology acceptance model, this study aims to quantitatively analyze the user experience with the . In the case of Perceived Usefulness and Perceived Ease of Use, only limited detailed factors have significant impacts on the degree of satisfaction. The degree of satisfaction has positive correlations with the degree of immersion and the variables of Behavioral Intention to Use Metaverse. Although sophisticatedly remediates using digital technology to provide visitors with the sameness of exhibits, exhibition circulation and interaction method, the metaverse exhibition does not acquire the same value of the exhibition. In conclusion, cannot replace , however, it has the potential to offer learning usefulness to visitors with low accessibility to the art museum.

• The Mathematical Education
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• v.33 no.2
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• pp.177-188
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• 1994

• Journal of Digital Convergence
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• v.15 no.11
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• pp.375-383
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• 2017

The purpose of this study was to identify the effects of metacognition on learning flow of Team-Based Learning(TBL) in nursing students and verify the mediating effects of shared leadership on the relationships between metacognition and learnig flow. Data were collected via survey from 98 nursing students to participate in TBL for 6weeks, in June 2017. The results were as follows: There was a significant correlation with metacognition, shared leadership and learning flow. Metacognition had a positive effect on learning flow. Shared leadership had a partial mediating effect in the relationship between metacognition and learning flow. Conclusively, this results indicate a need to develop programs that effectively promote the shared leadership and maximize metacogniton Team-Based Learning(TBL) in nursing students.

• Journal of Digital Convergence
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• v.15 no.6
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• pp.273-282
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• 2017

The objective of this study was to verify the mediating effects of self-efficacy between metacognition and learning flow in college students in healthcare field. Participants were 300 college students. Self-administered questionnaire data were collected from November 21 to December 2, 2016. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficients and hierarchical regression analysis with the SPSS/WIN 23.0 program. Results are as follows. Metacognition had positive effects on learning flow(${\beta}=.678$, p<.001). Self-efficacy had a partial mediating effect on the relationship between metacognition and learning flow. The findings of study showed that metacognition was very important for enhancing learning flow and self-efficacy influenced these relationship. This study suggested that it is important to develop and implement teaching and learning strategies with improved metacognition in healthcare field.

• The Mathematical Education
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• v.58 no.4
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• pp.519-530
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• 2019

According to previous studies, meta-affect based on the interaction between cognitive and affective elements in mathematics learning activities maintains a close mechanical relationship with the learner's mathematical ability in a similar way to meta-cognition. In this study, in order to grasp these characteristics phenomenologically, small group problem-solving cases of 5th grade elementary mathematically gifted children were analyzed from a meta-affective perspective. As a result, the two types of problem-solving cases of mathematically gifted children were relatively frequent in the types of meta-affect in which cognitive element related to the cognitive characteristics of mathematically gifted children appeared first. Meta-affects were actively acted as the meta-function of evaluation and attitude types. In the case of successful problem-solving, it was largely biased by the meta-function of evaluation type. In the case of unsuccessful problem-solving, it was largely biased by the meta-function of the monitoring type. It could be seen that the cognitive and affective characteristics of mathematically gifted children appear in problem solving activities through meta-affective activities. In particular, it was found that the affective competence of the problem solver acted on problem-solving activities by meta-affect in the form of emotion or attitude. The meta-affecive characteristics of mathematically gifted children and their working principles will provide implications in terms of emotions and attitudes related to mathematics learning.

• Journal of the Korea Convergence Society
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• v.10 no.11
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• pp.523-532
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• 2019

Metacognition is a core element for nurses' clinical competency as a result of the learner's development and evaluate goals and plans for problem solving. The study aimed to analyze factors related to metacognition among undergraduate nursing students. The 205 nursing students participated from August 15 to October 19, 2017 to measure metacognition, self-directed learning, grit, learning environment and learning style. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient, and multiple regression with the SPSS/Win 22.0 program. Metacognition represented a positive correlation with self-directed learning, grit, learning environment. The self-directed learning and grit were significant factors on undergraduate nursing students' metacognition. As a result of this study, it is necessary to develop curriculum that can improve metacognition level by increasing self-directed learning ability and grit of undergraduate nursing student.

• 한국노년학
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• v.37 no.4
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• pp.813-833
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• 2017

The purpose of this study was to classify the results of previous studies on the cognitive function improvement program of the elderly into the cognitive impairment group and the normal group to compare the effect sizes of the groups using meta - analysis. Among the previous studies on cognitive function improvement programs reported in Korea for the last five years, 86 were selected and the effect sizes were summarized using meta-analysis. As a result of the study, the overall average effect size showed a large effect size in both groups. The effect sizes of the intervention types were high for the cognitive impairment group, and the exercise and cognitive-based interventions were similar for the normal group. The gender effect size was higher for the women with cognitive impairment group, and higher for the combined case with normal group. The effect sizes according to group size were higher for 20 persons in cognitive impairment group and higher for 21~40 persons in normal group. The total number of sessions in both groups was higher than 32 times, The number of sessions per week was 3 times for the cognitive impairment group, 4 to 6 times for the normal group. The duration of activity was 55~60 minutes in cognitive impairment group and 70~180 minutes in normal group as the number of sessions and activity time increased the effect size was higher in normal group. This study will be meaningful in that it provided basic data necessary for future program development by comparing and analyzing the effect sizes of the cognitive function improvement program type and the activity factors between the cognitive impairment group and the normal group.