ArticleCBE life sciences education2024
Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving.
Article in CBE life sciences education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 13 papers.
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Who cites it
13 citing papers in PubMed.
- Mapping the Distribution and Depth of Metacognitive Processes in Generative AI-Assisted Learning: Evidence from Interaction Logs and Concurrent Think-Aloud Protocols.Behavioral sciences (Basel, Switzerland) · 2026Article
- Studying with Friends in Introductory Biology Is Associated with Low Impact Study Strategies and No Improvement of Exam Scores.CBE life sciences education · 2026Article
- Pedagogical Knowledge Among Early-Career Undergraduate Instructors: Qualitative Variation, Longitudinal Development, and Influences on Teaching.CBE life sciences education · 2026Article
- Understanding health systems thinking in medical education: qualitative interviews with expert clinicians.BMC medical education · 2026Article
- From disengagement coping to academic self-efficacy: the conditional role of emotional competence in STEM students.Frontiers in psychology · 2026Article
- Self-efficacy and metacognitive strategies in blended science learning: a self-regulated learning perspective.Frontiers in psychology · 2026Article
- Cognitive and adaptive pathways linking self-efficacy and job crafting: the moderating role of perceived organizational support among female knowledge workers in Chinese tourism enterprises.Frontiers in public health · 2026Article
- When more is not always better: exercise dose and children's cognitive development from an interpretable machine learning perspective.Frontiers in psychiatry · 2026Article
- Article
- How creative self-efficacy influences problem-solving skills in engineering education: the dual mediating role of critical thinking and metacognition.BMC psychology · 2025Article
- Metacognitive mapping: developmental biology students struggle with higher-order cognitive skills in multiple course formats.Journal of microbiology & biology education · 2025Article
- Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving.CBE life sciences education · 2025Article
- Impact of Coaching on Medical Students During Their Clinical Clerkship: A Mixed-Methods Study.Journal of medical education and curricular developmentArticle
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Authors and funding
3 authors.
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Abstract
Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: 1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and 2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.
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