• Title/Summary/Keyword: metacognition

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Factors related to the undergraduate nursing students' metacognition (간호대학생의 메타인지 영향요인분석)

  • Suh, Yu-Jin;Bae, Ju-Yoen;Lee, Ju Hee
    • 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.

Effect of a Situational Module Learning Course on Critical Thinking Disposition and Metacognition in Nursing Students: A Quasi-experimental Study (간호대학생의 비판적 사고성향, 메타인지에 대한 상황모듈학습 프로그램 적용 효과)

  • Park, Kwang Ok;Yu, Mi
    • The Journal of Korean Academic Society of Nursing Education
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    • v.25 no.2
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    • pp.251-262
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    • 2019
  • Purpose: This study aimed to identify the effect of a situational module learning course on critical thinking disposition and metacognition in sophomore nursing students. Methods: This study was a non-equivalent control-group pretest-posttest quasi-experimental design; the participants included 64 nursing students (32 in the experimental and 32 in the control group) from two Korean universities. Critical thinking disposition and metacognition between the control and intervention groups were measured before and after program participation. Data collection was conducted between September 1 and December 15, 2016. An independent t-test was used to determine differences in critical thinking disposition and metacognition between the groups and Pearson's correlations were measured for correlation with critical thinking disposition and metacognition. Results: The intervention group showed higher critical thinking disposition (t=3.16, p=.002); intellectual integrity (t=2.85, p=.006); and open-mindedness (t=3.30, p=.002) relative to those of the control group. However, there were no statistical differences in metacognition between the two groups (t=-0.14, p=.888). A significant positive correlation between metacognition and critical thinking disposition was found. (r=.62, p<.001). Conclusion: The situational module learning course developed in this study could be used to promote critical thinking disposition in nursing students.

A Study of the Relationship between Learners' Motivation to Learn and Metacognition in Project-based Learning in the School Libraries (도서관 프로젝트학습에서 학습자의 학습동기와 메타인지의 관계에 관한 연구)

  • Lee, Seung-Gil
    • Journal of Korean Library and Information Science Society
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    • v.43 no.4
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    • pp.225-248
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    • 2012
  • This study focused on the relationship between learners' motivation to learn and metacognition in project-based learning in the school libraries. A holistic teaching/learning process was conducted, including design, practice, and assessment of project-based learning in the school libraries. The results showed a statistically significant relationship between learners' motivation to learn and metacognition in project-based learning in the school libraries. Consequently, it is inferred that project-based learning in the school libraries has a relation on learners establishing their metacognition.

Effects of Perceptional Fidelity and Advice of a Scientific Inquiry Computer Simulations on T ask Achievement and Metacognition in Preschoolers (과학탐구 컴퓨터 시뮬레이션의 지각적 충실도와 조언이 유아의 과제성취도 및 초인지에 미치는 효과)

  • Kim, Jun Gyu;Park, Young Tae
    • Korean Journal of Child Studies
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    • v.23 no.2
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    • pp.49-69
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    • 2002
  • This study investigated the effects of perceptional fidelity and advice of a computer simulation program(CSP) on task achievement and metacognition in preschoolers. the child's task was scientific inquiry into the growth process of frogs. Findings showed that instruction using the CSP resulted in higher task achievement and higher metacognition than conventional instructions. Advice provided by the CSP had no effect on task achievement but both the perceptional fidelity rate and the advice of the CSP were effective in increasing metacognition.

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Influences of Metacognition and Professional Self-Concept on Self-Leadership in Nursing Students (간호대학생의 메타인지, 전문직 자아개념이 셀프리더십에 미치는 영향)

  • Jeong-Min Lim
    • Journal of the Korean Society of Industry Convergence
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    • v.27 no.1
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    • pp.115-129
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    • 2024
  • Purpose: The purpose of this study was to investigate the relationship between nursing students' metacognition, professional self-concept, and self-leadership and to identify the factors affecting nursing students' self-leadership. Methods: Data were collected from 195 nursing students in the first, second, and third years of nursing college located in J province, and a survey was conducted from November 13, 2023 to November 24, 2023. The collected data were analyzed through descriptive statistics, t-test, one-way ANOVA, Scheffe test, Pearson's correlation coefficient, and stepwise multiple regression analysis using SPSS/WIN 29.0 program. Result: Metacognition of the subjects showed a significant positive correlation with professional self-concept (r=.68 p<.001) and self-leadership (r=.79, p<.001), and professional self-concept showed a significant positive correlation with self-leadership(r=.67, p<.001). The major factors influencing self-leadership of nursing students were metacognition, professional self-concept, self-satisfaction, and perceived leadership level in order, and their explanatory power was 67%(F=79.92, p<.001). Conclusion: Based on the results of this study, it is necessary to develop an education program that improves metacognition and professional self-concept in order to strengthen the self-leadership of nursing students, and efforts should be made to introduce and manage it in the nursing curriculum.

The Effects of Metacognition on Learning Flow of Team-Based Learning in Nursing Students: Mediating Effects of Shared Leadership (간호대학생의 팀기반학습에서 메타인지가 학습몰입에 미치는 영향: 공유리더십의 매개효과를 중심으로)

  • Han, Ju-Rang
    • 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.

The Effects of Learner's Metacognition and Scaffolding Types on Problem Solving Process in Web-based PBL (웹기반 PBL에서 학습자의 메타인지와 스캐폴딩 유형이 문제해결과정에 미치는 효과)

  • Jeon, Hee-Jeong
    • The Journal of the Korea Contents Association
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    • v.7 no.2
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    • pp.161-169
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    • 2007
  • This study examines the effects of learner's metacognition and scaffolding types on problem solving processes by examined 49 undergraduates to identify effective scaffolding type in Web-based PBL. This study classifies problem solving processes as defining the problem, developing solutions, making selections and justifications for the Proposed solution(s), and monitoring the solution. Moreover, it classifies scaffolding types as subject-related scaffolding and process-related scaffolding. As a result, the upper metacognition group showed higher performance only in monitoring solutions than the lower metacognioon group. This study also showed that offered scaffolding effects are not statistically significant. However, the lower metacognition group showed higher performance when subject-related scaffolding was offered and the upper metacognition group showed higher performance when process-related scaffolding was offered in making selections and justifications for the proposed solution(s) and monitoring solution. This study, based on the result of research, can partially verify the effects of learner's metacognition on problem solving processes and interaction effects between scaffolding and metacogniton in Web-based PBL.

The Mediating Effects of Self-efficacy between Metacognition and Learning flow in College Students in Healthcare Field (보건의료분야 대학생들의 메타인지와 학습몰입 간의 관계에서 자기효능감의 매개효과)

  • Han, Ju-Rang;Kim, Jang-Mook
    • 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.

Structural Relationships Among the Epistemological Beliefs, Metacognition, Science Inquiry Skills, and Science Achievement of High School Students (고등학생의 인식론적 신념, 메타인지 및 과학 탐구 능력과 과학 학업성취도의 구조적 관계 분석)

  • Kim, Sue-Jin;Chung, Young-Lan
    • Journal of The Korean Association For Science Education
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    • v.35 no.6
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    • pp.931-938
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    • 2015
  • In the study, epistemological beliefs, metacognition, and scientific inquiry skills all directly affected the science academic achievement levels of high school students. Also, epistemological beliefs indirectly affected science academic achievement mediated by scientific inquiry skills and metacognition, while metacognition had an indirect effect on science academic achievement level mediated by scientific inquiry skills. We found that scientific inquiry skills had the biggest direct effect, while epistemological beliefs showed the most robust indirect effect on academic achievement level. Thus, we argue that students' scientific inquiry skills should be nurtured for the advancement of their academic achievement. In addition, more careful scholarly attention must be given to both epistemological beliefs and metacognition, which directly and indirectly affected academic achievement level. We believe that epistemological beliefs, metacognition, and scientific inquiry skills should all be considered in an integrative manner when developing educational programs and strategies.

The effect of contents presentation types, levels and metacognition on concept map in online learning (온라인 학습에서 콘텐츠의 제시유형과 제시수준, 메타인지가 학습에 미치는 효과)

  • Lee, Seongju;Jeon, Heejeong;Nah, Jaehee
    • The Journal of Korean Association of Computer Education
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    • v.16 no.6
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    • pp.71-81
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    • 2013
  • This study was executed to give a help in planning and implementing online learning. For this purpose this study investigated the effect of contents presentation types, levels and metacognition on concept map composition and learning process in online learning. Learning contents types were two, meaning-centered or context-centered. Contents levels were divided into two; basic or deficient. Metacognition was divided into two levels according to the scores of scale. Results showed that meaning-centered type(M=45.00, SE=1.97) got better scores in concept map than context-centered(M=34.71, SE=1.98), Presentation levels and metacognition had no significant influence on concept map. There were interaction effect(F=.002, p>.05) between presentation levels and metacogntion levels. The upper group in metacognition got higher score in deficient types whereas the lower group got higher score in basic type. In online learning process, learner's metacognition was an important factor to complement the contents' defect and lack.

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