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Naslov:Metacognitive accuracy and learning to learn : a developmental perspective
Avtorji:ID Bakračevič, Karin (Avtor)
Datoteke:.pdf Problems_of_Education_in_the_21st_Century_2012_Bakracevic_Vukman_Metacognitive_accuracy_and_learning_to_learn_a_developmental_perspecti.pdf (488,20 KB)
MD5: 2FD85ECE85B5598E60B5A04674A22C6B
PID: 20.500.12556/dkum/bc60d9a2-3ed5-4b3e-9b2e-c07a8beca9a9
 
URL http://www.scientiasocialis.lt/pec/node/750
 
Jezik:Angleški jezik
Vrsta gradiva:Članek v reviji
Tipologija:1.01 - Izvirni znanstveni članek
Organizacija:FF - Filozofska fakulteta
Opis:Metacognition belongs to higher-order mental processes and enables us to control, plan and accordingly regulate our own learning and problem solving process. In the present study we researched developmental changes in different reasoning domains and in metacognitive accuracy, which is considered as part of successful metacognitive monitoring/regulation, and as an essential element of self-regulated learning and learning to learn competence. The study involved 282 participants from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, and evaluated their own performance on these tasks. To specify possible differences in metacognitive accuracy, the metacognitive accuracy index was computed. Results showed that metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in the social domain. The accuracy of self-evaluation increased with age and males were more accurate in their self-evaluations than females. Improvement of metacognitive accuracy with age is in tune with findings that metacognition becomes more effective with development and that people with age become more reflective and self-aware.
Ključne besede:reasoning, metacognition, metacognitive accuracy, self-regulated learning
Status publikacije:Objavljeno
Verzija publikacije:Objavljena publikacija
Leto izida:2012
Št. strani:str. 15-21
Številčenje:Letn. 46
PID:20.500.12556/DKUM-69265 Novo okno
ISSN:1822-7864
UDK:159.95
COBISS.SI-ID:19399176 Novo okno
ISSN pri članku:1822-7864
NUK URN:URN:SI:UM:DK:2EEVBEU6
Datum objave v DKUM:15.12.2017
Število ogledov:1412
Število prenosov:111
Metapodatki:XML RDF-CHPDL DC-XML DC-RDF
Področja:Ostalo
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Skupna ocena:(0 glasov)
Vaša ocena:Ocenjevanje je dovoljeno samo prijavljenim uporabnikom.
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Gradivo je del zbornika

Naslov:Philosophy of mind and cognitive modelling in education
COBISS.SI-ID:19460872 Novo okno

Gradivo je del revije

Naslov:Problems of education in the 21st century
Skrajšan naslov:Probl. educ. 21st century
Založnik:Scientific Methodical Center
ISSN:1822-7864
COBISS.SI-ID:16096008 Novo okno

Licence

Licenca:CC BY 4.0, Creative Commons Priznanje avtorstva 4.0 Mednarodna
Povezava:http://creativecommons.org/licenses/by/4.0/deed.sl
Opis:To je standardna licenca Creative Commons, ki daje uporabnikom največ možnosti za nadaljnjo uporabo dela, pri čemer morajo navesti avtorja.
Začetek licenciranja:15.12.2017

Sekundarni jezik

Jezik:Slovenski jezik
Ključne besede:metakognicija, učenje učenja, metakognitivna točnost


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