This study focused on exploring various dimensions of metacognitive knowledge developed by advanced readers in academic contexts, and explaining their behaviors of using strategies and their languages from metacognitive perspectives. The findings of this study were further discussed with respect to good readers’ characteristics of utilizing their knowledge, strategy and language resources metacognitively in their reading comprehension process. The types of metacognitive knowledge and the ways this knowledge is involved in the reading comprehension process do not seem to vary much according to the languages (L1 or L2) of given tasks. No matter in what languages they were asked to read academic texts, the participants were influenced by their goal and interest, as these played a critical role in guiding the reading comprehension process. While reading academic texts, both languages of these advanced readers actively interacted. First, the readers used their two linguistic resources in processing information of the text. The readers processed information by means of simplifying or elaborating information using their two languages. Secondly, they used their two languages interactively during the entire reading process, from planning, monitoring, and evaluating, to writing a summary. With the findings of this study, theoretical, methodological, and educational implications are made respectively. Finally, several contextual limitations of this study are acknowledged, requiring cautions in interpreting the findings of this study, and calling for future studies. / text

The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.

Properly tuned metacognitive knowledge is important for setting up realistic learning goals. One of the more robust findings in metacognitive science, the delayed JOL effect, pertains to the fact that delaying judgments of learning (JOL) leads to more accurate monitoring of one’s learning. Thirty students were tested on their knowledge of metacognitive strategies. They were asked to study paired associates, make JOLs, and were later tested with a cued recall test, as well asked about the efficacy of strategies for making JOLs. There was a significant positive effect in monitoring accuracy, from delaying JOLs, yet the participants showed poor explicit knowledge of it, and neither did their choice of strategy improve with task experience. The results demonstrate the important role of correct assessment during ongoing learning, and that even experienced learners, such as, university undergraduates are seemingly unaware of which strategies lead to optimal monitoring.

Cognitive adaptability has been conceptualised as the ability to effectively and appropriately change decision policies (i.e. to learn) given feedback (inputs) from the environmental context in which cognitive processing is embedded. Based on a large sample of 2650 established entrepreneurs in South Africa, this study attempts to determine how entrepreneurs cognitively adapt to unpredictable entrepreneurial environments. Multidimensional constructs representing cognitive adaptability and the Big Five personality traits were operationalised and empirically investigated. It was hypothesised that the Big Five personality trait dimensions of openness to experience, conscientiousness, extraversion and agreeableness are positively related to the cognitive adaptability dimensions of goal orientation, metacognitive knowledge, metacognitive experience, and metacognitive choice and monitoring. Neuroticism was hypthesised to be negatively related to the cognitive adaptability dimensions of goal orientation, metacognitive knowledge, metacognitive experience, metacognitive choice and monitoring. Hypotheses were tested using structured equation modelling and correlational and regression analysis. Results provide support for subcomponents of the Big Five personality traits. Intellectual interest (openness to experience), goal striving (conscientiousness), activity (extraversion), prosocial orientation (agreeableness) were found to be positively related to cognitive adaptability. They were found to be negatively related to prior metacognitive knowledge. Self-reproach (neuroticism) was found to be negatively related to cognitive adaptability. It was found to be positively related to prior metacognitive knowledge. This research builds on and extends existing literature on cognitive adaptability in an entrepreneurial context by bringing together two streams of literature from psychology metacognition and personality traits. The implications of the process for dynamic, adaptable thinking are important in an emerging context such as that found in South Africa. The results of this study will inform the practice of policy makers who are trying to encourage start-up entrepreneurs to think about thinking in unpredictable entrepreneurial environments. In terms of methodology, the use of a sample of established entrepreneurs is desirable for this type of research since metacognition is better studied in entrepreneurs who are involved in a series of activities. / Thesis (PhD)--University of Pretoria, 2016. / Business Management / PhD / Unrestricted

Mathematics education is a human activity that helps to develop mental processes in order to enhance logical and critical thinking which will contribute to one’s decision-making process and to solve problems (DBE, 2011c). For one to be able to do Mathematics, strategies should be generated in order to solve problems. The performance in Mathematics is very poor and educational researchers have identified various reasons for the poor performance in mathematics. Therefore, South Africa has developed an assessment tool known as the ANA, to determine the learners’ weaknesses in mathematics at national, provincial, district and school level (DBE, 2013). An approach research (in the South African context) was to explore Intermediate Phase Mathematics teacher’s awareness of their metacognitive strategy use. The main purpose of my research study was to understand, to what extent Intermediate Phase Mathematics teachers become aware of metacognitive strategies during an adapted lesson study process. To achieve this purpose, the study aims to investigate the teachers’ awareness of metacognitive strategies before and during an adapted lesson study process. Empirical qualitative research based on a design research approach took place within the interpretative paradigm. Descriptive data was generated by means of semi-structured focus group interviews and a reflective diary was held with double-medium participants who were selected. The data were analysed by means of content analyses which proceeded by using mind maps, where codes and themes were related to the literature. The results show that most of the teachers were aware of the metacognitive strategies, but it can be that they lack knowing when, where and how to use these metacognitive strategies as they do not plan their lessons on a regular basis. Teachers also feel more comfortable when planning lesson collaboratively as they feel that they learn from one another. In conclusion an adapted lesson study could be a positive plan of action to provide teachers with the opportunity to plan lessons collaboratively and reflect on one another’s’ ideas. Teachers can become more aware of their metacognitive strategies when planning lessons in order to implement these metacognitive strategies during their lessons. In this way learners could be empowered to become metacognitive (think about their thinking) and to reflect on their actions which might contribute to their performance of mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Mathematics education is a human activity that helps to develop mental processes in order to enhance logical and critical thinking which will contribute to one’s decision-making process and to solve problems (DBE, 2011c). For one to be able to do Mathematics, strategies should be generated in order to solve problems. The performance in Mathematics is very poor and educational researchers have identified various reasons for the poor performance in mathematics. Therefore, South Africa has developed an assessment tool known as the ANA, to determine the learners’ weaknesses in mathematics at national, provincial, district and school level (DBE, 2013). An approach research (in the South African context) was to explore Intermediate Phase Mathematics teacher’s awareness of their metacognitive strategy use. The main purpose of my research study was to understand, to what extent Intermediate Phase Mathematics teachers become aware of metacognitive strategies during an adapted lesson study process. To achieve this purpose, the study aims to investigate the teachers’ awareness of metacognitive strategies before and during an adapted lesson study process. Empirical qualitative research based on a design research approach took place within the interpretative paradigm. Descriptive data was generated by means of semi-structured focus group interviews and a reflective diary was held with double-medium participants who were selected. The data were analysed by means of content analyses which proceeded by using mind maps, where codes and themes were related to the literature. The results show that most of the teachers were aware of the metacognitive strategies, but it can be that they lack knowing when, where and how to use these metacognitive strategies as they do not plan their lessons on a regular basis. Teachers also feel more comfortable when planning lesson collaboratively as they feel that they learn from one another. In conclusion an adapted lesson study could be a positive plan of action to provide teachers with the opportunity to plan lessons collaboratively and reflect on one another’s’ ideas. Teachers can become more aware of their metacognitive strategies when planning lessons in order to implement these metacognitive strategies during their lessons. In this way learners could be empowered to become metacognitive (think about their thinking) and to reflect on their actions which might contribute to their performance of mathematics. / MEd (Mathematics Education), North-West University, Potchefstroom Campus, 2015

Learner beliefs about language learning influence the language learning process. Addressing learner beliefs is central to enhancing teaching effectiveness and learning outcomes. To date, most previous research has described beliefs of learners of related second/foreign languages. In this study, belief dimensions were examined using a standardized survey of beliefs, BALLI, which was completed by 218 post-secondary beginning learners of Chinese and a modified BALLI completed by 62 teachers of Chinese at North American universities. Dimensions were identified using Exploratory Factor Analysis and a model of the relationship between dimensions developed using Structural Equation Modeling (SEM), a statistical technique for testing and estimating causal relations using a combination of statistical data and qualitative causal assumptions. A theoretical framework was established that integrated cognitive and metacognitive domains. The learner beliefs were described and compared between three sub-samples of learners, non-Asian students, Chinese-origin students, and non-Chinese Asians. Chinese and Asian students tended to have more similar beliefs than non-Asian students. The research used a mixed-methods design: quantitative data from the Beliefs about Language Learning Inventory (BALLI) and qualitative data from semi-structured interviews with six Chinese language students and six Chinese language instructors. Quantitative data analyses identified four belief dimensions: Motivation for learning Chinese; Formal language learning strategy (FLLS); Communication-oriented learning strategy (CLLS); and Difficulty of language learning. Learners overall reported high motivation to learn Chinese while concurrently acknowledging a language difficulty hierarchy and seeing Chinese as a difficult language. Both Chinese-origin and non-Chinese origin Asians reported more agreement with beliefs in FLLS than non-Asians. In contrast, non-Asians reported stronger support for CLLS than their Chinese-origin counterparts. Overall, teachers exhibited comprehensive knowledge about language learning. Comparisons between teacher and learner beliefs overall found more mismatches than matches. Compared with learners, teachers reported less agreement with beliefs in FLLS, but more support for CLLS. A hypothetical learner belief model, derived from the BALLI and based on the theoretical framework, was constructed and tested using SEM, which illustrated the causal relationships among the belief dimensions. Within the model, learners who were highly motivated to learn Chinese tended to believe in FLLS whereas learners who believed in FLLS rejected CLLS. In addition, beliefs in difficulty of language learning in general and Chinese learning in particular also led to rejection of CLLS. The model was tested against the results from the student interviews and the model was confirmed. These results demonstrated the role of cultures in shaping learner beliefs, thereby providing insight into teaching practices. The mismatches between learner and teacher beliefs need to be addressed because continued differences could lead to classroom tension and a potential loss of motivation. / Graduate / 0727 / 0279 / 0290 / cypbd156@gmail.com

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Within the educational psychology literature there is an abundance of research in the field of metacognition. The concentration of this research however has been in primary and secondary school contexts with little attention given to tertiary students' understanding or use of metacognition; there has been even less attention to whether age is a factor in tertiary students' perceptions of their metacognitive processes. The primary purpose of this study was to explore the perceptions of two distinct groups of first year university students, towards their understanding and usage of metacognitive processes and strategies. The two groups defined were traditional school leavers and mature age students. The findings from the exploration of these perceptions were compared to ascertain the similarities and differences in metacognitive processes between the two cohorts. The data collected for this study were obtained through a process of individual face-to-face in- depth interviews. The choice of this methodology was deliberate in order to gather rich data about the students' perceptions and experiences rather than attempt to measure their levels of metacognition against some predetermined standard. Data were collected and analyzed on the two constructs of metacognition which were identified in the literature search. These were metacognitive knowledge and metacognitive control. A range of affective variables such as self efficacy, motivation and expectancy of success, which impact on students' metacognitive abilities and processes, were also considered in the data collection and analysis. The findings indicated that age was a factor in determining some differences and similarities in students' perceptions of their own and others metacognitive processes. In certain cases the traditional school leavers' recency of experience with formal study was deemed an advantage; in others the life experience of the mature age students was perceived an advantage. In some instances the age of the student had no discernable impact on their understanding of, and ability to, utilize metacognitive strategies. These findings assist to broaden the understanding of student perceptions of metacognition in the tertiary context. The findings also make it imperative that tertiary institutions make fewer assumptions about the skills and abilities of their commencing students based on the criterion of age and offer more opportunities to assist students to understand the value of developing and improving their metacognitive processes.

La première partie de ce travail de thèse est une revue de la littérature portant toutd'abord sur les origines du concept de métacognition et sur les différentes définitions etmodélisations du concept de métacognition proposées en sciences de l’éducation etpsychologie développementale. Sont ensuite abordées les expérimentations proposées dans lechamp de la psychologie cognitive et les études menées dans le domaine spécifique de lamétamémoire. L’utilisation en psychologie cognitive du concept de métacognition estégalement évoquée, à travers la littérature portant sur les liens existants entre métacognition etconscience de soi. Enfin, le dernier point abordé dans cette revue de la littérature porte surl’utilisation en pratique clinique du concept de métacognition, notamment concernant lesaltérations métacognitives dans la schizophrénie.La deuxième partie de la thèse est consacrée aux études expérimentales réalisées.L’objectif de ces études était de développer et d’explorer dans une population non clinique lescaractéristiques d’un outil de mesure de la conscience métacognitive sur la mémoire à courtterme, la mémoire de travail, la mémoire épisodique verbale, les fonctions exécutives, et lacognition sociale. Nous avons évalué dans une première étude l’impact de cette procéduremétacognitive sur les performances cognitives. Une deuxième étude avait pour objectifd'explorer la pertinence de l’utilisation de l’évaluation « on-line » de la consciencemétacognitive, pendant la tâche neuropsychologique, comparativement à une procédure «end-line », juste après la passation du test neuropsychologique, ainsi que l’impact des mesuresd’estime de soi, anxiété et symptomatologie dépressive sur les scores de consciencemétacognitive « on-line ».Dans la troisième partie de cette thèse, les résultats sont discutés, et mis enperspectives avec l’objectif, à savoir utiliser cet outil de mesure de la consciencemétacognitive auprès d’une population de sujets souffrant de schizophrénie. / The first part of this thesis is a literature review focused on the origin, the differentdefinitions and models of the concept of metacognition in educational science anddevelopmental psychology. This literature review focused also on the cognitive psychologyexperiments, in the specific area of metamemory. The use of cognitive psychology concept ofmetacognition, through the literature on the links between metacognition and self-awarenessis then discussed. Finally, the last point in this literature review focused on the clinical use ofthe concept of metacognition, particularly concerning metacognitive alterations inschizophrenia.The second part of the thesis is devoted to experimental studies. The aim was todevelop and explore the characteristics of a metacognitive awareness measurement tool onshort-term memory, working memory, episodic memory verbal, executive functions andsocial cognition in a non-clinical population. The impact of this metacognitive process oncognitive performance, the relevance of an "on-line" metacognitive awareness measure(during the neuropsychological task), and an "end-line" metacognitive awareness measure(just after the award of neuropsychological testing) were explored. The impact of measures ofself-esteem, anxiety and depressive symptoms on metacognitive awareness scores "on-line"were studied.The third part of this thesis proposed to discuss the different results found and theappropriateness of using metacognitive awareness assessment tool with persons sufferingfrom schizophrenia.