• (The) Korean Journal of Educational Psychology
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• v.32 no.3
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• pp.321-353
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• 2018

The purpose of this study was to investigate Korean undergraduate students' metacognitive awareness and preference of effective learning strategies. To achieve this goal, a scenario-based survey was conducted focusing on the metacognitive awareness, preference, and use of seven effective learning strategies (modality effect, static-media presentations, absence of extraneous details, testing, distributed learning, interleaved learning, generation) that were empirically supported. This study also aimed to explore the relationships between grade point average (GPA), metacognitive self-regulation, and the aforementioned variables to investigate which students know about, prefer, and use effective learning strategies. The majority of students were unknowledgeable about four of the seven strategies (modality effect, static-media presentations, absence of extraneous details, interleaved learning). Only half of the students were correctly aware of effectiveness of the two strategies (testing, generation). Moreover, students showed low preference for effective learning strategies. GPA did not show a significant correlation with metacognitive awareness and preference of effective learning strategies; however, it showed a significant positive correlation with the use of effective learning strategies. Only for a few learning strategies, metacognitive self-regulation showed a positive correlation with metacognitive awareness, preference, and/or their use. This study suggests that it is important to teach effective learning strategies to undergraduates with a specific direction of instruction. In addition, this study distinguishes metacognitive awareness from preference, suggesting that these two may reflect different constructs.

• Journal of The Korean Association For Science Education
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• v.18 no.3
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• pp.327-336
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• 1998

The purposes of this study were to investigate 6th-graders' use of cognitive strategies and metacognitive strategies in usual learning and testing situations, and to compare the difference in the use of the strategies by students' science achievement, learning motivation, and gender. The relationship among these strategies, science achievement, and learning motivation were also examined, and the portion of variance of explanation for achievement score was studied by a multiple regression analysis. The results showed that high-achieving students used more cognitive strategies and metacognitive strategies in usual learning and more cognitive strategies in testing situations than low-achieving students. Highly motivated students used more cognitive and metacognitive strategies than poorly motivated students in all situations. Elementary female students used more learning strategies than male students in usual learning. On the other hand, no gender differences was found to be significant in the use of strategies in testing situations. These learning strategies were significantly correlated with the science achievement and motivation scores. The cognitive strategies in usual learning accounted for the significant portion of the variance of the achievement score. Educational implications are discussed.

• The Journal of Industrial Distribution & Business
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• v.11 no.5
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• pp.17-26
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• 2020

Purpose: Previous studies rarely investigated the effects of the metacognitive reading strategies on reading engagement, particularly in globalized higher education, while those studies examined reading problems and engagement with lower reading level. The purpose of this study is to investigate the effects of the metacognitive reading strategies including global reading, problem solving, and supporting reading on reading engagement that include argentic, behavior, emotional, and cognitive engagement in global learning environment. This study investigated research questions: how do global reading, problem solving, and supporting reading strategies affect argentic, behavior, emotional, and cognitive reading engagement? Research design, Data, and methodology: This study collected data via online survey in globalized learning environment. This study applied statistical analyses, such as factor and regression analyses and ANOVA. Results: The results of this study showed that metacognitive reading strategies had significant effects on student reading engagement while they were reading class materials in English for academic purposes. Conclusions: This study provides managerial implications in higher education by providing better strategies to enhance learning skills in global context. In particular, this study provides implications that the effects of problem solving and supporting strategies could be improved by adopting better management systems in globalized education.

• International Journal of Contents
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• v.16 no.4
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• pp.50-67
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• 2020

This study investigated whether writing weekly listening logs could influence college English learners' metacognitive awareness and listening proficiency. In addition, the Metacognitive Awareness Listening Questionnaire (MALQ) was applied to examine the learners' knowledge of their listening process. It is process-oriented research conducted by analyzing the MALQ and students' listening logs as to how their metacognitive awareness and listening proficiency have changed during the semester. Eighty-nine students who took an English listening practice course at a university participated in this study. The research findings are as follows. First, it turned out that there was a significant relationship between EFL university students' listening comprehension and some subscales of metacognitive awareness. Second, the students had an opportunity to reflect on learning through regular listening activities, and weekly listening logs, which included important information about listening process and practice. Third, as the students' listening proficiency increased at the end of the semester, it was found that introducing listening logs along with classroom lessons helped the students improve their listening ability. Finally, the high proficiency group students used multiple strategies simultaneously, regardless of the type of listening strategies, while the low proficiency group students used one or two limited listening strategies. However, the low proficiency group students may have had trouble expressing their ideas in English or recognizing the listening strategies they used, not because they did not use a lot of listening strategies. Therefore, teachers should regularly check if students are following their instructions and help them use appropriate strategies for better understanding.

• The Journal of the Convergence on Culture Technology
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• v.9 no.6
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• pp.509-517
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• 2023

The purpose of this study was to examine the mediating effect of grit on the relationship between cognitive strategies, metacognitive strategies, and resource management strategies, which are subdomains of learning strategies, and academic achievement among university students, and to provide basic data for improving academic achievement. Data were collected using a structured questionnaire from 203 undergraduate students at a university in City C. Academic achievement was positively correlated and statistically significant with cognitive strategies, metacognitive strategies, resource management strategies, and grit, which are subdomains of learning strategies.Grit had a partial mediating effect on the effects of cognitive strategies (Z=4.372, p<.001), metacognitive strategies (Z=5.398, p<.001), and resource management strategies (Z=4.991, p<.001) on academic achievement. Therefore, it is necessary to specifically explore and utilize ways to improve cognitive strategies, metacognitive strategies, resource management strategies, and grit in college students to contribute to the improvement of college students' major competencies.

• Journal of The Korean Association For Science Education
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• v.19 no.2
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• pp.229-238
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• 1999

This study investigated the influences of Vee diagram and regulative metacognitive learning strategies upon 6th-graders' achievement, difficulty toward science lesson, self-efficacy, and learning approach. The Vee diagram and regulative metacognitive learning strategies were modified in a pilot study. Before instruction, an achievement test was administered, and its score was used as a blocking variable. A previous science grade was used as a covariate for post-achievement. Tests of difficulty toward science lesson, self-efficacy, and learning approach were also administered, and the test scores were used as covariates. After instruction, a researcher-made achievement test and post-tests of the above variables were administrated. Two-way ANCOVA results revealed that although there were no significant differences in the achievement test scores, the application subtest scores of the two treatment groups were significantly higher than those of the control group. There were no significant differences in the difficulty toward science lesson and learning approach, but self-efficacy scores for the students with Vee diagram and regulative metacognitive learning strategies were significantly higher than those of the other groups. The perceptions of the students using Vee diagram were also analyzed.

• Journal of the Korean Chemical Society
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• v.67 no.4
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• pp.271-280
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• 2023

The purpose of this study is to investigate the effect of chemistry program based on metacognitive learning strategies using realistic contents on prospective teachers' creative thinking skills and science core competencies, and their perception. In particular, it was intended to further improve the effectiveness of the program by introducing a strategy to strengthen metacognition. Participants were classified into the experimental group subject to the newly developed chemistry curriculum and traditional group subject to general programs that exclude realistic contents and metacognitive strategies. Both groups were surveyed before and after the application of the program to measure the degree of change in metacognitive competencies, creative thinking competencies, and science core competencies. It also analyzed the impact of metacognitive competencies and science core competencies on creativity thinking competencies. As a result of the study, relevance and rationality among sub-factors of metacognitive competencies and creative thinking competencies of the experimental group were improved, and all sub-factors except for scientific participation and lifelong learning ability among science core competencies were significantly improved. In addition, it was found that metacognitive knowledge among metacognitive competencies, scientific inquiry ability and scientific thinking ability among science core competencies affect creative thinking competencies. Through the results, it was suggested that realistic content that incorporates metacognitive learning strategies is needed to improve creative thinking competencies, and learning models and programs that can utilize them are needed.

• Research in Mathematical Education
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• v.20 no.1
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• pp.21-29
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• 2016

Metacognition means "thinking about one's own thinking". There are generally two aspects of metacognition: i) Reflection - thinking about what we know; and ii) Self-regulation - managing how we go about learning. Developing metacognitive abilities is not simply about becoming reflective learners, but about acquiring specific learning strategies as well. There are several strategies that may be used by teachers to develop metacognitive skills amongst learners. As part of a Professional Development project secondary school mathematics teachers have been developing their knowledge and skills to teach for metacognition. In this paper we analyze two lessons presented by groups of teachers in the project and tease out similarities and differences between the lessons that afford or hinder the development of metacognitive skills of learners.

• Journal of Korean society of Dental Hygiene
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• v.15 no.3
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• pp.371-377
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• 2015

Objectives: The purpose of the study was to investigate the relation between learning strategy and academic achievement in the dental hygiene students. Methods: A self-reported questionnaire was completed by 207 dental hygiene students in Gyeongnam from April 1 to 30, 2014. The questionnaire consisted fo 51 questions of learning strategy and 1 question of academic achievement. The data were analyzed using SPSS 17.0 program for descriptive analyses, t-test, Pearson correlation and multiple regressing analysis. Results: The organized strategy and learning time management had a significantly positive influence on high scores in the junior and senior students. Learning strategie(r=0.419) and cognitive strategies(r=0.343), metacognitive strategies(r=0.239), resource management strategies(r=0.415) had significantly positive correlation to academic achievement. Cognitive strategy of learning strategies(p<0.05) and resource management strategies(p<0.001) had a positive effect on higher academic achievement. Conclusions: The learning strategies will provide the dental hygiene students with active participations.

• Korean Journal of Child Studies
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• v.27 no.2
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• pp.55-69
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• 2006

This study investigated relationship between preservice kindergarten teachers' cognitive strategies and self-determination motivation types. Cognitive strategies were measured by 3 variables surface, deep, and metacognitive strategies; motivation for self-determination was measured by 7 variables; intrinsic motivation(IM) to know, IM to accomplish, IM to experience stimulation, external regulation, introjected regulation, identified regulation, and amotivation. The Motivated Strategies for Learning Questionnaire(Pintirch & DeGroot, 1990) and the Academic Motivation Scale(Vallerand et al., 1992, 1993) were administered to 82 subjects. Data were analyzed by Pearson's correlation, multiple regression analysis, and canonical correlation analysis. Finding were a positive correlation between IM to know and IM to accomplish. IM to accomplish positively predicted surface, deep, and metacognitive strategies, and identified regulation positively predicted deep cognitive strategy. Amotivation negatively predicted deep and metacognitive strategies.