metacognitive knowledge

In recent studies of physical education teaching and learning, cognitive and metacognitive functions have been studied in addition to physical factors. However, the complexity of teaching methods and individual differences has created significant challenges for experts in teaching motor and cognitive skills. The purpose of the research was to compare the effectiveness of linear and non-linear training on metacognitive knowledge and learning soccer dribbling skills of children. The current research was semi-experimental with two experimental groups and three measurement times. The statistical population was 9-11-year-old male students of Andimshek city, and 72 children were selected as a sample using the available purposeful sampling method, and they were randomly divided into two groups of 36 people, linear pedagogy with an average age of 10.34±0.81 and non-linear pedagogy with an average age of 10.08±0.73. Yeagley dribble skills test and Metacognitive Behavior Questionnaire of Papaiano et al (2012) were used to measure the measurements. Data were analyzed by Anova with repeated measure and Independent t test. The intra-group results showed that both linear and non-linear training groups improved soccer skills, declrative knowledge, procedural, conditionals and metacognitive knowledge in general (P≤0.05). The intergroup results showed that the effectiveness of non-linear training was higher than linear training (P≤0.05). Interventions based on non-linear pedagogy compared to linear pedagogy cause more improvement and effectiveness in children's metacognitive knowledge and soccer dribbling skills. Therefore, teachers and trainers are suggested to improve children's motor and metacognitive skills use pedagogy based on non-linear principles instead of using traditional usage pedagogy.

This research was conducted with the aim of predicting the Germane cognitive load resulting from virtual education based on the quality of education and metacognitive knowledge of students. The statistical population of the research included all undergraduate students of the Faculty of Humanities of Mazandaran University in the academic year of 1399-1400 with a number of 1911 students, 380 of whom participated in the research through proportional stratified sampling. The tools of this research included: cognitive load questionnaire (Kalpesh, Schmidts and Sofret, 2017), metacognitive state questionnaire (O'Neill and Abedi, 1996) and a questionnaire for evaluating the quality of services of virtual learning systems based on the servqual model (Mohammadzadeh, 1398). The obtained data were analyzed through SPSS version 22 software.Simultaneous multiple regression analysis showed that the quality of virtual education based on SERVQUAL model and metacognitive knowledge are significant predictors for Germane Cognitive Load and were able to explain 12% of the Germane Cognitive Load variance that means by increasing the quality of virtual education based on the indicators of the SERVQUAL model and students' metacognitive knowledge, conditions will be created to increase the desired cognitive production and better and more effective learning.

The current study aimed to explore the role of metacognitive knowledge, metacognitive state and metacognitive beliefs on emotional creativity.

The method of the present study is descriptive-correlational. The samples consisting of 233 high school students (124 girls & 109 boys) were selected by cluster sampling method. Data were collected by questionnaires of metacognitive knowledge, metacognitive beliefs, metacognitive state, and emotional creativity. Data were analyzed by Pearson correlation and multiple regression.

The results of coefficient showed that metacognition knowledge and metacognition state are positively related to emotional creativity (P <0.1). However, metacognition beliefs are negatively related to emotional creativity (P<0.1). Multiple regression analyses confirmed that 36% of the variance of emotional creativity could be predicted by metacognitive knowledge, metacognitive state and metacognitive beliefs (P <0.1). Metacognitive knowledge and metacognitive state positively predicted the variance of emotional creativity since metacognitive beliefs negatively predicted the variance of emotional creativity.

Based on the results, it is fair to indicate that addressing hurtful metacognition beliefs with the goals being reducing or removing them altogether and enhancing metacognitive knowledge and metacognitive state in students, leads to a boost to their emotional creativity.

Considering the importance of two variables of academic self-efficacy and academic motivation in students 'learning, the use of mutual learning methods and the thinking cycle for students to achieve these two variables is important and necessary. Mutual education and thought cycle are some of the methods that can lead to self-regulation and improve students' academic achievement in different subjects. The aim of this study was to compare the effect of mutual education and the thinking cycle on academic self-efficacy and academic motivation of elementary level students.

The research method was quasi-experimental with a pre-test-post-test design and a control group. From the sixth-grade male student population in the city of Dehloran, 34 students were selected using cluster sampling. Research tools included academic self-efficacy and academic motivation questionnaires. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software.

The results showed that mutual education and the thinking cycle had a significant effect on increasing knowledge of academic self-efficacy (Partial ŋ2 =0.61, p=0.001, F=106.73). Also, mutual education and thinking cycle increased academic motivation (57 Partial ŋ 0.2, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of mutual education and thinking cycle on academic self-efficacy and students' academic motivation (p <0.05).

The present study showed that mutual education improves students' academic self-efficacy and academic motivation, as well as increases the thinking cycle, self-efficacy, and motivation of students' academic achievement.

The development of some personality and educational traits is established in the elementary school. Among the personality and educational traits that are in urgent need of improvement are metacognitive knowledge and educational self-concept. In the present study, the effectiveness of reciprocal education and thinking cycle on metacognitive knowledge and educational self-concept of fifth grade female students in Shiraz was investigated. The present study is a quasi-experimental study in which 34 students from the fifth grade female students in Shiraz were selected using cluster sampling. Research tools included metacognitive knowledge questionnaires and educational self-concept. Data analysis was performed by multivariate analysis of covariance using SPSS-22 software. The results showed that reciprocal education and thinking cycle had a significant effect on increasing metacognitive knowledge (Partial ŋ2= 0.61, p = 0.001, F= 106.73). Also, reciprocal education and thinking cycle increased educational self-concept (Partial ŋ2=0.57, p = 0.001, F = 100.81) had a significant effect, but there was no significant difference between the effectiveness of reciprocal education and thinking cycle on students' metacognitive knowledge and educational self-concept (p > 0.05). The present study showed that reciprocal education and thinking cycle improve students' metacognitive knowledge and educational self-concept. Accordingly, students in the process of reciprocal education and the cycle of thinking, learn to become aware of the mental process through the teaching of behavioral, cognitive and metacognitive strategies, and in this way, improve the amount of metacognitive knowledge and educational self-concept.

This study sought to compare the metacognitive knowledge profile of weak and strong students in problem solving. For achieving this purpose, one hundred students of the second educational District of Tehran were chosen by cluster sampling. They responded individually to the questions of "the Metacognitive Questionnaire Interview" and in the next step their performance in the pendulum problem solving task was perused. Then the subjects were divided into weak or strong groups based on their performance on the pendulum task. In order to compare their profile in metacognitive knowledge, repeated measures factorial design was utilized. The results indicated that the main effect of factor A (problem solving ability) and main effect of factor B (metacognitive knowledge) were significant. The significance of the main effect of factor A demonstrates that there is a significant difference between weak and strong problem solvers regarding the pendulum task. Furthermore, the significance of the main effect of factor B shows that there are significance differences between categories of students’ metacognitive knowledge. In addition, the interaction effect of A and B factors was significant which is indicative of the fact that there are different metacognitive knowledge profiles in the two groups. In general, the findings show that metacognitive knowledge plays an important role in problem solving.

To provide researchers with an instrument, valid and reliable enough, for measuring students’ metacognitive knowledge needed in solving mathematical word problems, based on the theoretical foundation and previous research, a set of 24 questions at three levels of metacognitive knowledge was constructed. The initial validity of these questions was confirmed by Psychology Professors and high school departmental heads in math teaching. To measure the basic qualities of validity and reliability of the constructed instrument, it was used in interviewing 486 high school students who were selected from among all such students in two school districts in Tehran using cluster sampling method. The recorded verbal responses of the participants were then coded and analyzed. Results confirmed the criterion validity of the instrument. As for its reliability, a test-retest of the same group yielded a correlation of 0.69 and an inter-rater reliability was 0.99. The internal consistency of the questionnaire was also assessed to be 0.73. This questionnaire is recommended to be used with the 13-15 years old age group.

The aim of this study was to investigate the mediating role of academic help-seeking in the relationship between metacognitive knowledge and school well-being in the format of a causal model. For this purpose, 456 students were selected from high schools of Lordegan, by using multistage cluster sampling method. For collecting data Metacognitive Awareness Inventory (Shraw & Dennison, 1994), Help-Seeking Behaviors Questionnaire (Ryan & Pintrich, 1997), and School-Related Well-Being Scales (Kaplan & Maehr, 1999) were used. Research hypothetical model was tested by path analysis. The results showed direct effects of procedural knowledge and declaration knowledge on school well-being. Furthermore, types of metacognitive knowledge showed direct effects on academic help seeking acceptance Also types of metacognitive knowledge have effects on school well-being. The Bootstrap results showed the mediating role of academic help seeking acceptance in the relationship between types of metacognitive knowledge and school well-being and the mediating role of academic avoidance from help seeking in the relationship between procedural knowledge and school well-being. In general, results of the present study provided evidence for mediating role of academic help-seeking in the relationship between types of metacognitive knowledge and school well-being.

Using Structural Equation Modeling, the present study was an attempt to investigate the relationship between knowledge and metacognitive skills with self-regulated learning strategies with regard to the mediatory epistemological beliefs among students in University. Population consisted of all first year undergraduate students of different courses. Samples were selected according to cluster sampling method and Morgan’s table was used to determine sample size (300 individuals). Data collection was done through the use of Schommer’s Epistemological Questionnaire (EQ), Metacognitive Awareness Inventory (MAI), and Motivational Strategies for Learning Questionnaire (MSLQ), and Metacognitive Skills Questionnaire. The results of structural modeling analysis revealed that metacognitive skills had the highest direct effect (&beta=0/70) and total impact (&beta=0/75) on learning strategies. While metacognitive knowledge had the highest indirect impact (&beta=0/53) on learning strategies. And the impact of epistemological beliefs on learning strategies was (&beta=0/12) negative. The least indirect impact was the impact of metacognitive skills on learning strategies (&beta=0/05). Generally these variables explain 0/62 rate of learning strategies’ variance. Therefore, it could be claimed that metacognitive knowledge, metacognitive skills and epistemological beliefs may be effective on self-regulated learning strategies among university students.

The aim of the current study was to investigate the effect of two metacognitive strategies, SQP4R, and self- monitoring on metacognitive knowledge and self-esteem of children with reading problems. Therefore, thirty students were selected among fifth grade students by multi-stage cluster sampling. Pretest-posttest control group design was used. Following instruments were used in this study. Colored Raven's Progressive Matrices of Intelligence, Reading and Dyslexia Test, Cooper-Smith self-esteem inventory, and Metacognitive Awareness of Reading Strategies Inventory. The results of analysis of covariance (ANCOVA) revealed the effectiveness of SQP4R strategy and self- monitoring in the enhancement of metacognitive knowledge in experimental group. However, the intervention was not effective on enhancement of self-esteem in participants. on the basis of finding it is viable to conclude that metacognitive strategy of SQP4R and self- monitoring were effective in increasing metacognitive knowledge base, but was not significantly effective in increasing self-esteem in children with reading problems.

To determine the predictive role of metacognitive, cognitive, and affective factors in solving verbal math problems, a cluster sample of 450 junior high school students was given a battery of tests and questionnaires measuring the student's ability in problem solving, predictive representation, meta-cognitive supervision, and intelligence, as well as their meta-cognitive knowledge and beliefs. The analyses of the collected data revealed that more than 41% of the variance in problem solving ability is explained by the variables included, with the metacognitive factors having the largest share, followed by the cognitive and affective factors.

The present study investigated of relationship between the components of metacognitive knowledge and reading comprehension of students with a developmental approach. Statistics population was fifth grade girl students in elementary school and third grade girl students in secondary school of seventh district of ministry of education in Tehran. 80 students (38 third grade girl students in secondary school and 42 fifth grade girl students in elementary school) were selected with multi stage cluster sampling. Instruments of the study were metacognitive knowledge questionnaire and reading comprehension questionnaire. The result of the study indicated that: there is a positive correlation between metacognitive knowledge and reading comprehension in both grades. Among the elementary school’s fifth grade students, the person subscale was good predictors of reading comprehension. Among the secondary school’s third grade students, the task subscale was good predictors of reading comprehension. The person and task subscales predict 47% of variance of reading comprehension. The third grade girl students in secondary school have higher scores in metacognitive knowledge and reading comprehension than fifth grade girl students in elementary school.

The objective of the present study was to determine the relationship between the meta-cognition knowledge (cognitive strategies and meta-cognitive), implicit intelligence theories and attitude to the help-seeking behaviors with third grade mathematic students’ performance in guidance school of Tabriz. The statistical population was 10235 people, out of which 375 people were chosen through Morgan’s table. The sampling method was multi-stage random sampling. To gather the data four questionnaires were used (implicit intelligence theory, help-seeking, learning strategies, and researcher made). The data were analyzed through Pearson’s correlation coefficient, multiple regression, and academic achievement test. The results showed that there was a significant difference between the attitude and help-seeking behaviors with students’ mathematic performance. There was also a significant between multiple intelligence theories (innate & additive intelligence) with cognitive and metacognitive strategies. There was negative significant difference between innate intelligence with help-seeking acceptance. There was a positive significance between the use of cognitive strategies and metacognitive. The multiple regression analysis showed that help-seeking acceptance variable significantly predicts the mathematical performance.

This paper aims at investigating the metacognitive Knowledge of solving problem among primary school students with high and low school achievement. Two other variables of the students’ grade and sex were also accounted for. The participants were 232 boy and girl students from forth and fifth grades which were randomly selected and divided into two groups of high and low achievers . Swanson (1996) Metacognitive Questionnaire was used in the form of interview. The data were analyzed using Mann-Whitney U test and the findings were : No significant difference was traced between metacognitive knowledge and the boy and girl students’ knowledge of strategies. Also, fifth graders were higher than forth graders regarding their metacognitive and strategy knowledge. It was even more significantly meaningful in terms of the strategy knowledge.