Evidence map›Paper›PMID 33797282›Full record

ArticleCBE life sciences education2021

Fostering Metacognition to Support Student Learning and Performance.

Julie Dangremond Stanton, Amanda J Sebesta, John Dunlosky

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in CBE life sciences education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 52 papers.

0numbers the graph read from it
0cells of the map it votes in
52citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

52 citing papers in PubMed.

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4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

3 authors.

Julie Dangremond StantonDepartment of Cellular Biology, University of Georgia, Athens, GA 30602.
Amanda J SebestaDepartment of Biology, Saint Louis University, St. Louis, MO 63103.
John DunloskyDepartment of Psychological Sciences, Kent State University, Kent, OH 44240.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Metacognition is awareness and control of thinking for learning. Strong metacognitive skills have the power to impact student learning and performance. While metacognition can develop over time with practice, many students struggle to meaningfully engage in metacognitive processes. In an evidence-based teaching guide associated with this paper (https://lse.ascb.org/evidence-based-teaching-guides/student-metacognition), we outline the reasons metacognition is critical for learning and summarize relevant research on this topic. We focus on three main areas in which faculty can foster students' metacognition: supporting student learning strategies (i.e., study skills), encouraging monitoring and control of learning, and promoting social metacognition during group work. We distill insights from key papers into general recommendations for instruction, as well as a special list of four recommendations that instructors can implement in any course. We encourage both instructors and researchers to target metacognition to help students improve their learning and performance.

Indexed as

MetacognitionHumansLearningStudentsTest Taking Skills

Identifiers

PMID33797282
PMCPMC8734377

What OpenQuestion holds

Textmetadata
LicenceCC BY-NC-SA
Read underepoch 390

Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.