Metacognitive Learning and Students' Self-Improvement in Higher Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F70883521%3A28150%2F15%3A43873857" target="_blank" >RIV/70883521:28150/15:43873857 - isvavai.cz</a>

Výsledek na webu

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DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Metacognitive Learning and Students' Self-Improvement in Higher Education

Popis výsledku v původním jazyce

Researchers in the field of educational psychology have long promoted the importance of metacognition for regulating and supporting student learning. This paper is a report on the findings of a study concerned with assessing students' metacognition in the learning process. The study attempted to clarify the relationship between metacognitive learning and students' motivation for self-improvement. The participants were 331 undergraduate students in helping professions (health and social care and educational services) of Tomas Bata University in Zlín. The results showed that metacognitive learning does not depend on the branch of study or study year and remains consistent during the course of study, i.e. in bachelor's and master's degree studies. The largest deficit was recorded in the rate of adaptation to specific teaching situations. In addition, we found that motivation for self-improvement is a strong predictor of metacognitive learning. The findings from this research may support t

Název v anglickém jazyce

Metacognitive Learning and Students' Self-Improvement in Higher Education

Popis výsledku anglicky

Researchers in the field of educational psychology have long promoted the importance of metacognition for regulating and supporting student learning. This paper is a report on the findings of a study concerned with assessing students' metacognition in the learning process. The study attempted to clarify the relationship between metacognitive learning and students' motivation for self-improvement. The participants were 331 undergraduate students in helping professions (health and social care and educational services) of Tomas Bata University in Zlín. The results showed that metacognitive learning does not depend on the branch of study or study year and remains consistent during the course of study, i.e. in bachelor's and master's degree studies. The largest deficit was recorded in the rate of adaptation to specific teaching situations. In addition, we found that motivation for self-improvement is a strong predictor of metacognitive learning. The findings from this research may support t

Druh

J_x - Nezařazeno - Článek v odborném periodiku (Jimp, Jsc a Jost)

CEP obor

AM - Pedagogika a školství

OECD FORD obor

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Projekt

<a href="/cs/project/GPP407%2F12%2FP196" target="_blank" >GPP407/12/P196: Determinanty rozvoje multikulturní kompetence studentů pomáhajících profesí</a><br>

Návaznosti

P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)

Rok uplatnění

2015

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

The Turkish Online Journal of Educational Technology

ISSN

1303-6521

e-ISSN

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Svazek periodika

2015

Číslo periodika v rámci svazku

8/2015

Stát vydavatele periodika

TR - Turecká republika

Počet stran výsledku

8

Strana od-do

400-407

Kód UT WoS článku

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EID výsledku v databázi Scopus

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