Scholarly record
COGNITIVE PROCESSES EXPLAINING PARTICIPATION IN COMPETITIONS: METACOGNITIVE AWARENESS, KNOWLEDGE AND REGULATION
Abstract
Academic and labour market success are determined not only by higher academic performance but also by participation in extra-curricular activities and the results achieved there. The involvement in different competitions related to specific school subjects or fields of study does not only contribute to deepening oneВ’s knowledge in that particular field. Competing with the top representatives of a certain field also promotes the improvement of higher level cognitive processes. Participation in competitions has a definitely positive effect on metacognitive processes, as the participantsВ’ metacognitive knowledge expands, and they create a routine of applying metacognitive regulation strategies as opposed to their non-competing fellow students. The aim of the present research is exploring the relationship between metacognitive awareness and participation in competitions, as well as investigating to what extent metacognitive knowledge and types of regulation predict the participation in competitions. The participants in this study are psychology students from Babe?-Bolyai University who completed the Metacognitive Awareness Inventory and whose participation in competitions, as well as relevant demographic data were also recorded. In our correlational design we applied Pearson correlation to determine the relationship between participation in competitions and the components of metacognitive awareness. In addition, we tested to what extent metacognitive knowledge and types of regulation predict participation in competitions using binary logistic regression analysis. Based on the results of the correlation analysis we can conclude that there is a strong, medium positive relationship between participation in competitions and metacognitive knowledge, as well as types of regulation. We have developed three different binary logistic regression models. In the first one we tested the explanatory power of metacognitive types of knowledge, in the second one of metacognitive regulation strategies and in the third one of knowledge and regulation together.
Publication Impact Profile
- Captures
- Mendeley - Readers: 1
Publication details
References15
Al-Gassem, M., Bakkar, B., Al-Zoubi, S., Metacognitive thinking skills among talented students, Journal for the Education of Gifted Young Scientists, vol. 8/issue 2, pp 897-904, 2020;
Concina, E., The Role of Metacognitive Skills in Music Learning and Performing: Theoretical Features and Educational Implications, Frontiers in Psychology, vol. 10, pp 1-11, 2019;
Diamond, A., Lee, K., Interventions shown to aid executive function development in children 4 to 12 years old, Science, vol. 333, pp 959–964, 2011;
Huvard, H., Talbot, R. M., Mason, H., Thompson, A. N., Ferrara, M., Wee, B., Science identity and metacognitive development in undergraduate mentor teachers, International Journal of STEM Education, vol. 7/issue 31, pp 1-17, 2020;
Izzati, L. R., Mahmudi, A., The influence of metacognition in mathematical problem solving, Journal of Physics: Conference Series, vol. 1097, pp 1-7, 2018;
Lewin-Bizan, S., Lynch, A. D., Fay, K., Schmid, K., McPherran, C., Lerner, J. V., Lerner, R. M., Trajectories of positive and negative behaviors from early- to middle-adolescence, Journal of Youth and Adolescence, vol. 39/issue 7, pp 751-763, 2010;
Love, S., Kannis-Dymand, L., Lovell, G. P., Development and validation of the metacognitive processes during Performances Questionnaire, Psychology of Sport & Exercise, vol. 41, pp 91-98, 2019;
Lovyagina, A., Byzova, V., Khvatskaya, H., Mednikov, S., Schukin, A., Metacognitive Awareness in the Structure of Mental Self-Regulation in Students Involved and not Involved in Sports, Advances in Social Science, Education and Humanities Research, vol. 298, pp 330-334, 2019;
Machfauzia, A. N., Djohan, Sittiprapaporn, P., Intellectual character of metacognition in thinking strategies, Asian Journal of Medical Sciences, vol. 11/issue 1, pp 51-56, 2020;
MacIntyre, T. E., Igou, E. R., Campbell, M. J., Moran, A. P., Matthews, J., Metacognition and action: a new pathway to understanding social and cognitive aspects of expertise in sport, Frontiers in Psychology, vol. 5, pp 1-12, 2014;
Mees, A., Sinfield, D., Collins, D., Collins, L., Adaptive expertise – a characteristic of expertise in outdoor instructors?, Physical Education and Sport Pedagogy, pp 1-16, 2020;
Oppong, E., Shore, B. M., Muis, K. R., Clarifying the Connections Among Giftedness, Metacognition, Self-Regulation, and Self-Regulated Learning: Implications for Theory and Practice, Gifted Child Quarterly, vol. 63/issue 2, pp 102-119, 2019;
Ozsoy, G., An investigation of the relationship between metacognition and mathematics achievement, Asia Pacific Education Review, vol. 12/issue 2, pp 227–235, 2010;
Ozsoy, G., Ataman, A., The effect of metacognitive strategy training on problem solving achievement, International Electronic Journal of Elementary Education, vol. 1/issue 2, pp 67–82, 2009;
Schraw, G., Dennison, R. S., Assessing Metacognitive Awareness, Contemporary Educational Psychology, vol. 19/issue 4, pp 460–475, 1994.
View or Download full articleAccess options
SWS access login
Login as SWS Scientific CommitteeLogin as SWS Scientific PartnerLogin as SWS AuthorAuthors and approved SWS contributors will read and export their own linked papers after identity matching by SWS profile, email and SGEM GlobalID.
For librarian assistance: [email protected]
Purchase Instant Access
- Article can be downloaded after successful payment.
- Article may be used according to SWS library access terms.
- Article cannot be redistributed.