Effective monitoring and control over one’s thinking, or effective metacognition, is a central component to many cognitive tasks and thus is essential to optimize learning (Metcalfe, 1993; Paul, 1992; Reder, 1987; Reder & Ritter, 1992; Schneider & Lockl, 2002; Simon & Newell, 1971; Willingham, 2007). Many factors impact how strategies are implemented. We know a good deal about the cognitive variables that affect implementation of cognitive strategies, but nothing about personality or motivational traits that contribute to effective metacognitive strategy use. This study aimed to explore and clarify the relationship between personality traits, implicit theories of intelligence (Dweck, 1999) and metacognitive control over study time allocation and subsequent test performance. The independent variables included the personality traits described in the Five Factor model (McCrae & Costa, 1997; Neuroticism, Extraversion, Openness, Agreeableness, and Conscientiousness) and participants’ implicit theories of intelligence (entity or incremental theory), as well as one between-subjects factor, which was time allotted to study passages, or time pressure (High Time Pressure vs. Low Time Pressure). The dependent variables included test performance and metacognitive strategy used. This study used a study-time allocation paradigm similar to the design used in the Son and Metcalfe (2000) study, where participants first ranked passages based on difficulty and interest, then studied the passages under either high or low time pressure. Participants were tested on their understanding of the material after studying. Participants also completed self-report measures of personality and implicit theories of intelligence. Primary findings revealed that participants high on Conscientiousness allocated more study-time to passages judged as interesting compared to participants who were average or low on Conscientiousness. Additionally, when faced with time constraints, participants who identified with an incremental theory of intelligence were more likely to allocate study-time to passages judged as interesting compared to participants who did not identify with an incremental theory of intelligence. Openness was positively related to test performance, and Extraversion was negatively related to test performance. Lastly, the trait Openness was significantly related to having an incremental theory of intelligence.

This thesis explores the impact on children of working as co-researchers, raising their own research questions around the topic of science education, designing and carrying out the data collection and interpreting and disseminating the results. This project is a case study in that there are clear boundaries both in terms of the timescale of initiation, interventions, co-researcher activity, write up and dissemination and also in terms of the children’s engagement in the project as distinct from their school and social life (Flyvbjerg 2011). A multi-method approach to data collection was designed to capture the experience from the viewpoint of the co-researchers, with triangulation from other actors in the immediate social setting. The use of a range of qualitative methods as primary data collection techniques is also characteristic of a case study approach. (Denzin and Lincoln 2011). The study employs grounded theory which Glaser and Strauss (Glaser and Strauss 2009) describe as ‘discovery of theory from data’ using comparative analysis as a key strategy. I was influenced by Charmaz’s perspective that ‘we construct our grounded theories through our past and present involvements and interactions with people, perspectives, and research practices.' (Charmaz 2006). The simultaneous analysis and data collection, the use of coding to develop themes from the data itself and the development of theory during analysis are hallmarks of the grounded theory approach, (Charmaz 2006). Working with children in research has undergone considerable evolution over recent years and a growing body of researchers are developing participatory models to ensure that this is conducted not only ethically but with respect for the children’s rights, interests and contribution. Smit identifies 4 types of motives for doing so; legal motives which recognise children’s rights to contribute to the decision making process; social motives which identify this as an important step towards them becoming democratic individuals; innovative motives that value their contribution to knowledge; and pedagogical motives that reflect adults’ desires to include and encourage children in this way (Smit 2013). My research suggested the importance and influence of task value (supporting Osborne 2003) and significant others (supporting Sjaastad 2012) in engaging young people in their learning. Within it the co-researcher group identified ownership, reflection, confidence and value as significant themes. The co-researchers also reported enhanced ontological understanding, reflection on their own learning, confidence in expressing and arguing for their own ideas and development of key skills which they were able to apply to other areas of learning. There were also benefits to the school through the reports the young researchers produced which offered insights into effective revision, the potential influence of science clubs, the relationship between teachers and students interests and into differences in attitude to science between year 7 and 8 and between boys and girls. During the project a Participation Model was developed to define characteristics of participation and power sharing. This added to previous models (Hart 1992; Wilcox 1994; Hanley et al. 2004) and took due notice of issues of power sharing (Bucknall 2012) and adult commitment (Shier 2001). A model of co-researcher engagement was also developed during the analysis phase which provides a clearer idea of what it means to be a co-researcher from the co-researcher viewpoint. There are also implications for policy and practice that should not be underestimated. Raising children’s aspirations to be part of a research group in this way has considerable benefits but it also has the potential for disillusionment should the outcome of their work not be recognised (McLaughlin 2006). To protect against this the school community needs to actively commit to working collaboratively with young people through conscious sharing of decision making (Bucknall 2012) and allocation of resource to protect its continuation (Kellett 2014). Shier identifies this as reaching the obligation level of commitment in which working collaboratively is the expected norm in an educational setting (Shier 2001).

O presente trabalho tem por objetivo investigar as atividades metacognitivas desenvolvidas pelos professores de Matemática do Ensino Fundamental II, quando eles estão envolvidos no ensino-aprendizagem da Álgebra. A partir da análise do que pensam e dizem os professores desse nível de ensino, procurou-se explicitar e discutir os principais aspectos do seu trabalho pedagógico com a Álgebra. Para isso, foram estabelecidos três eixos: os processos vivenciados na formação inicial e continuada, seus conhecimentos relativos à Álgebra e seu ensino e o exercício reflexivo sobre seu trabalho com Álgebra. / The objective of this present work is to investigate the metacognitives activities developed by Mathematics teachers of Foundation Course II when they are involved in teaching -learning Algebra. According to the analyses of the teachers thoughts and what they say about this teaching level , it attempt to clarify and discuss the main points of their pedagogic work with Algebra. Three axis were established for this:The experienced process with initial and continuos graduation ; their knowledgemnt referring to Algebra teaching and reflexive exercise about his work in Algebra.

Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2017-08-31T11:49:23Z No. of bitstreams: 1 2016 - Alessandro Erivelton Souza.pdf: 1026156 bytes, checksum: 43a3535b138ad737af32d9733e57ec43 (MD5) / Made available in DSpace on 2017-08-31T11:49:23Z (GMT). No. of bitstreams: 1 2016 - Alessandro Erivelton Souza.pdf: 1026156 bytes, checksum: 43a3535b138ad737af32d9733e57ec43 (MD5) Previous issue date: 2016-11-22 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This paper aims to promote reflections at first some of the major causes contributing to the current Brazilian educational system failure framework regarding the development of reading strategies. From the early years of elementary school, work with the text is characterized by a series of misunderstandings, as its use as an excuse for mere performing grammar exercises or limited interpretation activities mechanical transcription of text fragments. In a second moment, we presentation practices that can be incorporated into the Portuguese language classes for the proper development of reading comprehension ability through metacognitive strategies of information processing, such as exercises that encourage students to undertake the monitoring of processes inferencia??o related to reading and to promote the appreciation of the overall aspects of the text. For this, the present research is anchored in the theoretical assumptions of Antunes (2010), Koch (2003), and Marcuschi (2008). We also emphasize as a research source these guidelines in the National Curriculum Standards (1998), which will be used as reference for the preparation of the activities implemented in a class of 7th grade of elementary school. From the action-research mode, we have the implementation of a reading project in order to enhance the reader proficiency of students participating in the research through the development of metacognitive skills based on studies Leffa (2006), Bur?n (1990) and Flavell (1976). The results obtained in the three diagnostic evaluations applied allowed us to assess the validity of metacognitive tools related to reading strategies suggested in this work to promote improvements in the levels of reading comprehension of students participating in the research / O presente trabalho se prop?e a promover reflex?es em um primeiro momento de algumas das principais causas que contribuem para o atual quadro de fracasso do sistema educacional brasileiro no tocante ao desenvolvimento de estrat?gias de leitura. A partir dos primeiros anos do Ensino Fundamental, o trabalho com o texto se caracteriza por uma s?rie de equ?vocos, como seu uso como mero pretexto para a realiza??o de exerc?cios gramaticais ou em atividades de interpreta??o limitadas a transcri??o mec?nica de fragmentos do texto. Em um segundo momento, passamos a apresenta??o de pr?ticas que podem ser incorporadas ?s aulas de l?ngua portuguesa para o desenvolvimento adequado da capacidade de compreens?o leitora atrav?s de estrat?gias metacognitivas de processamento da informa??o, como exerc?cios que incentivem os alunos a realizarem o monitoramento dos processos de inferencia??o relacionados ? leitura e que promovam a valoriza??o dos aspectos globais do texto. Para isso, a presente pesquisa est? ancorada nos pressupostos te?ricos de Antunes (2010), Koch (2003), e Marcuschi (2008). Ressaltamos ainda como fonte de pesquisa as orienta??es presentes nos Par?metros Curriculares Nacionais (1998), que ser?o utilizados como refer?ncia para a elabora??o das atividades aplicadas em uma turma do 7? ano do Ensino Fundamental. A partir da modalidade de pesquisa-a??o, temos a implementa??o de um projeto de leitura com a finalidade de potencializar a profici?ncia leitora dos alunos participantes da pesquisa atrav?s do desenvolvimento de habilidades metacognitivas baseadas nos estudos de Leffa (2006), Bur?n (1990) e Flavell (1976). A an?lise dos resultados obtidos nas tr?s avalia??es diagn?sticas aplicadas nos permitiu avaliar a validade de ferramentas metacognitivas associadas ?s estrat?gias de leitura sugeridas no presente trabalho para a promo??o de avan?os nos n?veis de compreens?o leitora dos alunos participantes da pesquisa.

Ce travail repose sur des observations de terrain montrant que des salariés vont s’orienter ou non vers un arrêt de travail suite à un même type d’accident du travail de gravité mineure. De plus, les statistiques nationales décrivent une tendance à la baisse pour les accidents du travail mais l’absentéisme est en hausse (CNAM, 2016 ; Ayming-Kantar TNS, 2016). Ces données posent donc la question de la nature de la relation entre l’accident et l’arrêt de travail. L’objectif de cette thèse était d’explorer dans quelle mesure l’arrêt de travail serait expliqué par les états de stress et les stratégies de coping des salariés accidentés. En référence au modèle Self-Regulatory Executive Function – S-REF (Wells & Matthews, 1994), un objectif dans ce travail de thése est d'explorer dans quelle mesure les croyances métacognitives constitueraient des facteurs pouvant expliquer les états de stress, et leur gestion, après une période d'arrêt de travail. En référence à ce modèle, nous postulions alors que les salariés, en arrêt de travail, développeraient un syndrome cognitif attentionnel – CAS (Wells, 1995). Nous avons réalisé trois études testant trois hypothèses principales : 1) les salariés absents suite à un accident du travail présentent un profil métacognitif particulier impliquant des croyances métacognitives positives et négatives sur l’inquiétude, et activent préférentiellement des stratégies de coping émotionnelles ou d’évitement (étude 1) ; 2) les salariés absents suite à un accident du travail ont construit une représentation de l’accident du travail plus menaçante que les salariés qui ne se sont pas absentés (étude 2) ; 3) la probabilité de s'arrêter de travailler, dans les jours suivant l'accident, serait prédite par l'état affectif des salariés après l'accident (i.e., inquiétude, dissociation et détresse péritraumatiques) ainsi que par leurs stratégies de coping (étude 3). Nos résultats montrent que les salariés ayant vécu un accident du travail ne présentent pas de profil métacognitif différent selon qu’ils aient eu un arrêt de travail ou non (étude 1). Les stratégies de coping sont prédites par les croyances métacognitives ayant trait à l’inquiétude ; les stratégies de coping centrées sur le problème sont moins utilisées par les salariés ayant eu un arrêt de travail suite à leur accident du travail (étude 1). La représentation de l’accident du travail ne présente pas un caractére menaçant supérieur chez les salariés qui ont eu un arrêt de travail (étude 2). Enfin, les résultats de l’étude 3 montrent que la probabilité d’être en arrêt de travail suite à un accident du travail est uniquement prédite par une faible propension à l’usage des stratégies de coping centrées sur le problème. Nos principaux résultats indiquent que le stress ressenti par les victimes d’accident est influencé par les croyances métacognitives positives et négatives sur l’inquiétude (études 1 et 2). Nos travaux ne montrent pas de différence dans le profil métacognitif entre les salariés absents et non absents après un accident du travail. L’utilisation des stratégies de coping centrées sur le problème serait le principal corrélat (étude 1) et prédicteurs (étude 3) de l’absentéisme des salariés accidentés. L'ensemble de ces résultats plaide en faveur d'une approche de l'arrêt de travail appuyée sur la modélisation transactionnelle du stress, afin de mieux comprendre ce phénomène et proposer des méthodes de prise en charge innovantes des salariés ayant vécu un accident du travail. / This work is based on field observations showing that employees will or will not move to a work stoppage following the same type of work accident of minor gravity. In addition, national statistics describe a downward trend for work-related accidents, but absenteeism is on the rise (CNAM, 2016; Ayming-Kantar TNS, 2016). These data therefore pose the question of the nature of the relationship between the accident and the work stoppage. The aim of this thesis was to explore to what extent the work stoppage would be explained by stress states and coping strategies of injured employees. Referring to the Self-Regulatory Executive Function Model - S-REF (Wells & Matthews, 1994), one goal of this thesis work is to explore the extent to which metacognitive beliefs are factors that may explain stress states, and their management, after a period of work stoppage. In reference to this model, we postulated that employees who were off work would develop a Cognitive Attentional Syndrome - CAS (Wells, 1995). We conducted three studies testing three main hypotheses: 1) Employees who are absent following an occupational accident have a particular metacognitive profile implying positive and negative metacognitive beliefs about anxiety, and preferentially activate emotional coping or avoidance strategies (study 1); 2) Employees who were absent due to a work accident built a more threatening occupational accident representation than employees who did not miss (study 2); 3) The probability of stopping work in the days following the accident would be predicted by the affective state of the employees after the accident (i.e., worry, peritraumatic dissociation and distress) as well as by their coping strategies (study 3). Our results show that employees who have had an accident at work do not have a different metacognitive profile, depending on whether they have had a work stoppage or not (study 1). Coping strategies are predicted by metacognitive beliefs about worry; coping strategies centered on the problem are less used by employees who have had a work stoppage following their work accident (study 1). The representation of the industrial accident does not present a higher threat character for employees who have had a work stoppage (study 2). Finally, the results of study 3 show that the probability of being off work due to an accident at work is only predicted by a low propensity to use coping strategies centered on the problem. Our main findings indicate that the stress experienced by accident victims is influenced by positive and negative metacognitive beliefs about worry (studies 1 and 2). Our work shows no difference in the metacognitive profile between absent and absent employees after an accident at work. The use of coping strategies centered on the problem would be the main correlate (study 1) and predictor (study 3) of absenteeism of injured employees. All these results argue in favor of a work stoppage approach based on transactional stress model, in order to better understand this phenomenon and propose innovative methods of care for employees who have suffered an occupational accident.

Reading strategies are consciously controlled actions learners execute in order to aid comprehension. The effectiveness of strategies is increased with metacognitive awareness. Researchers have created instruments to raise metacognitive awareness targeted for native and highly proficient L2 readers. This article outlines the creation of a new survey, the Contextualized Inventory of Metacognitive Awareness for novice to low-intermediate L2 readers. Unlike other instruments, this survey contextualizes pre-, during-, and post-reading strategy deployment with the use of simplified, narrative reading passages. The survey was piloted at an Intensive English Program with 88 subjects. The overall readability of the survey had a Lexile score of 350L and a Coh-Metrix score of 35. The initial reliability of the survey was .69. Pedagogical uses and academic implications of the new survey are discussed.

The Dunning-Kruger Effect is a metacognitive phenomenon in which individuals who perform poorly on a task believe they performed well, whereas individuals who performed very well believe their performance was only average. To date, this effect has only been investigated in the context of performance on mathematical, logical, or lexical tasks, but has yet to be explored for its generalizability in episodic memory task performance. We used a novel method to elicit the Dunning-Kruger Effect via a memory test of item and source recognition confidence. Participants studied 4 lists of words and were asked to make a simple decision about the words (source memory, i.e. Is it manmade? Is it alive?). They were later tested on their episodic memory and source memory for the words using a five-point recognition confidence scale, while electroencephalography (EEG) was recorded. After the test, participants were asked to estimate the percentile in which they performed compared to other students. Participants were separated into four quartiles based on their performance accuracy. Results showed that participants in all four groups estimated the same percentile for their performance. Participants in the bottom 25th percentile overestimated their percentile the most, while participants in the top 75th percentile slightly under-estimated their percentile, exhibiting the DKE and extending its phenomenon into studies of episodic memory. Groups were then re-categorized into participants that over-estimated, correctly estimated, and under-estimated their percentile estimate. Over-estimators responded significantly faster than under-estimators when estimating themselves as in the top percentile and they responded slower when evaluating themselves as in the bottom percentile. EEG first revealed generic scalp-wide differences within-subjects for all memory judgments as compared to all self-estimates of metacognition, indicating an effective sensitivity to task differences. More specific differences in late parietal sites were evident between high percentile estimates and low percentile estimates. Between-group differences were evident between over-estimators and under-estimators when collapsing across all Dunning-Kruger responses, which revealed a larger late parietal component (LPC) associated with recollection-based processing in under-estimators compared to those of over-estimators when assessing their memory judgements. These findings suggest that over- and under-estimators use differing cognitive strategies when assessing their performance and that under-estimators use less recollection when remembering episodic items, thereby revealing that episodic memory processes are playing a contributory role in the metacognitive judgments of illusory superiority that are characterized by the Dunning-Kruger Effect.

Effective practice determines the quality of a performance and it is essential to improving a musician's overall level of playing. Studies show that experts in the field of music display superior metacognitive skills, or the ability to think about one's thinking. Metacognition is an important skill that needs to be developed in order for a student to become a self-regulated, or independent learner. Effective practice can be improved by learning and developing metacognitive and self-regulated learning skills. An important component of self-regulated learning is reflective thinking. Reflective thinking is a mental process that contributes to deeper learning experiences, improves problem solving skills, and enhances creativity. Reflective thinking can be stimulated with writing activities. Research and theories of reflective practices informed the creation of the Reflective Writing Prompts. The Reflective Writing Prompts stimulate reflective thinking as they teach and develop metacognitive and self-regulated learning skills to make practice more effective. Each exercise prompts the student to think and write a response to questions focused on a specific skill. These prompts are based on research in music psychology and reflective thinking, with special focus on metacognition, self-regulated learning, practice habits, and reflective journaling. The pertinent studies and theories in these areas will be examined and explained in relation to each other. With this foundational knowledge in place, the Reflective Writing Prompts will be presented. The prompts are designed to support first or second year music students in their development as independent learners who practice effectively.

This project consists of three distinct, but sequential studies that explore the psychological factors and neuropathological substrates of metacognition or self-awareness among older adults. Study 1 examines the premorbid, psychological characteristics associated with metamemory—the mainstay of metacognitive research—in a healthy, community-dwelling cohort of older adults. Study 2 builds on these analyses, and examines the psychological characteristics associated with metacognition, more broadly, in a neurologic cohort of older adults with Essential Tremor (ET). Study 3, which utilizes post-mortem evaluations of participants from Study 2, goes beyond premorbid characteristics and examines whether distortions in metacognition are in part attributable to an underlying disease process. Findings demonstrated that psychological characteristics were associated with metacognitive accuracy in a healthy, community-dwelling cohort of older adults, but not among individuals with ET; further, distortions in metacognition among individuals with ET were better attributable to non-ET specific pathologies, such as amyloid β, neurofibrillary tangles, and regional-specific atrophy. This project underscores the importance of employing a biopsychosocial approach to understanding the factors that influence metacognition. Ultimately, by understanding and working effectively with awareness phenomena, there is a strong potential to reduce disability and enhance well-being.

For future generations to maximise their capability to operate within technologically driven economies, it is critical to foster computer abilities at every level of the schooling process. Teachers are central to this process. Yet, for many teachers, the need to integrate computer use in their teaching is threatening and overwhelming. This thesis argues that, given the rapid rate of technological change, skills-based approaches to computer education inadequately prepare teachers for a career of continued technological change. Effective computer education for teachers requires more than skills training. It involves changes in attitudes, values and beliefs that provide confidence for ongoing learning. Furthermore, it involves learning to adapt to change, to be flexible, intuitive and above all persistent. It requires the fostering of teachers who know how to be self-directed and independent in their computer learning, rather than those dependent on structured routines or guidelines. This thesis is the ‘story’ of an action research initiative underpinned by a belief in the importance of approaches to computer education which foster lifelong computer learning. It traces the journey of a reflexive process of change and iterative development in the teaching of an educational information technology (computer) unit to pre-service teacher education students. Over a period of three years (1999-2001) I pursued a central research question, namely: How can I develop my teaching practice to better facilitate the development of capable computer users? The research explores the distinction between a ‘competent’ and a ‘capable’ computer user and trials a range of teaching and learning approaches that aim to facilitate the development of capable computer users.From this constructivist research and teaching process a multidimensional approach to computer education emerged, founded on metacognition and reflection. This approach is demonstrated to offer many advantages over a skills-focused approach. This thesis maps the complexity of the computer learning and teaching context, arguing that simplistic approaches to teaching will produce narrow and limited learning outcomes. Rather, a holistic approach is proposed, one that moves beyond the development of computer competency toward a longer term vision of facilitating computer capability. It is argued that the role of the computer ‘teacher’ is to foster reflective awareness and develop a learning environment that can assist computer learners to become comfortable existing on the ‘edge of chaos’.This research supports previous studies which indicate the important role of computer self efficacy and the influence of factors such as perceived usefulness, anxiety, support and frequency and duration of use. However, the research also documents the unpredictable influence of these factors on individuals’ resultant approach to computers and challenges dichotomous interpretations of such factors. Appropriate attribution is also shown to be a major influence on computer capability, as are factors such as help-seeking, motivation and goal-setting, although again, these influences are non-linear. It is argued that computer capability cannot be ‘taught’ but, rather, computer educators should look to creating environments where its emergence can be facilitated. The metacognitive computer learning context developed and explored through this research is one such approach.