Facets of metacognition and collaborative complex problem-solving performance
1University of Oulu, Faculty of Education, Educational Sciences
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Oulu : Q. Do,
Metacognition refers to students’ ability to reflect upon, understand and control their own learning. Previous accounts of metacognition have distinguished between two major facets: metacognitive knowledge and metacognitive regulation, in which each major facet includes several sub-facets. Although many studies on metacognition facets have examined their relationship with problem-solving performance, few studies have investigated their relationship with non-routine, complex problem-solving performance in collaborative context. In light of this, the current study investigated the impact of different facets of metacognition on perceived and objective complex problem-solving (CPS) task performance in collaborative situation.
Data was collected from 77 students at the University of Oulu, Finland. The Metacognitive Awareness Inventory (MAI) self-report was used to measure subjects’ beliefs on the facets of their metacognition before the task. After filling out MAI self-report individually, participants gathered in groups of 3 to carry out the collaborative CPS task. The Tailorshop Microworld simulation was employed as the CPS task and used to measure objective group performance. Perceived individual and group performances were measured with self-report. A generalized estimating equation was used to observe the relationships between individuals’ awareness of metacognition facets and perceived individual CPS performance. Best Linear Unbiased Predictors (BLUP) function was utilized to yield groups’ unbiased MAI scores and unbiased perceived group performance. Pearson correlation coefficient was calculated to observe relationships between group MAI scores and objective group CPS performance, as well as perceived group performance and objective group CPS performance.
In general, the results showed significant correlations between several regulatory facets of metacognition and perceived individual CPS performance as well as objective group CPS performance. Since the majority of the significant correlations were negative, the results reinforced previous findings on students’ overconfidence in their skills in relation with their perceived and objective performance as well as contribute to the overall understanding of the impact metacognitive facets have on collaborative CPS performance. Further discussions were addressed in this study. Limitations and future research were also outlined.
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