Year: 2017
Type: article
Abstract: Metacognition is a key component in education, yet little is known about whether or not instructional leaders are metacognitively aware. Metacognition is described as thoughts about one's knowledge and control over their own cognitive processes (Flavell, 1979). Kuhn (2000) indicated that metacognition develops from an early age, and asserted that the more explicit metacognitive thinking is, the more effective one would be able to engage in metacognitive thinking and control of their cognitive processes. Some examples of metacognitive strategies include planning, monitoring, and evaluating, and can be used by educators or students (Fathima, Sasikuman, & Roja, 2014). Metacognitive strategies should be selected based on tasks, contexts, and an awareness of situational activities (Bjork, Dunlosky, & Komell, 2013).
Authors: Tara L. Beziat, Yvette Bynum, Erin F. Klash
Institutions: Auburn University at Montgomery, University of Alabama
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2950905997