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An Investigation of Three Metacognitive Measures

Zepeda, Cristina D. (2016) An Investigation of Three Metacognitive Measures. Master's Thesis, University of Pittsburgh. (Unpublished)

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Abstract

Metacognition, or the awareness and ability to control one’s cognitions, is hypothesized to play a central role in productive problem solving (Berardi-Coletta, Buyer, Dominowski, & Rellinger, 1995) and self-regulated learning (Zepeda, Richey, Ronevich, & Nokes-Malach, 2015). To assess metacognitive skills, different measures have been developed including questionnaires, verbal protocols, and metacognitive judgments. However, there is little research on whether these measures assess the same metacognitive processes (e.g., monitoring, debugging, and evaluation) or are related to the same learning outcomes (e.g., transfer and preparation for future learning). To address these issues we investigated whether these three measures captured the same metacognitive processes during a learning task and test. The results showed that evaluation skills as measured by verbal protocols were positively related to debugging and evaluation as measured by the task-based questionnaire. There were also unexpected negative associations between monitoring skills as measured by verbal protocols and the questionnaire and metacognitive judgments. There was no association between the monitoring questionnaire and metacognitive judgments. All three measures were related to learning, but the type of metacognitive skill, the direction of the effect, and the type of learning differed among the measures. Implications for future research and applications are discussed.

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Details

Item Type: University of Pittsburgh ETD
Status: Unpublished
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Zepeda, Cristina D.cdz7@pitt.eduCDZ7
ETD Committee:
TitleMemberEmail AddressPitt UsernameORCID
Committee ChairNokes-Malach, Timothy J.nokes@pitt.eduNOKES
Committee MemberSchunn, Christian D.schunn@pitt.eduSCHUNN
Committee MemberWang, Ming-Temtwang@pitt.eduMTWANG
Date: 28 January 2016
Date Type: Publication
Defense Date: 23 June 2015
Approval Date: 28 January 2016
Submission Date: 3 December 2015
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Number of Pages: 62
Institution: University of Pittsburgh
Schools and Programs: Dietrich School of Arts and Sciences > Psychology
Degree: MS - Master of Science
Thesis Type: Master's Thesis
Refereed: Yes
Uncontrolled Keywords: Judgments of knowing, Learning, Measurement, Metacognition, Questionnaire, Transfer, Talk alouds, Verbal protocols
Date Deposited: 28 Jan 2016 13:43
Last Modified: 15 Nov 2016 14:31
URI: http://d-scholarship.pitt.edu/id/eprint/26563

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