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How stress, discrimination, acculturation and the gut microbiome affect depression, anxiety and sleep among Chinese and Korean immigrants in the USA: a cross-sectional pilot study protocol
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In: BMJ Open (2021)
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Unbounded Rules and Island Phenomena
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In: University of Massachusetts Occasional Papers in Linguistics (2020)
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Functional Structures & Control
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In: University of Massachusetts Occasional Papers in Linguistics (2020)
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A PEDAGOGICAL APPROACH TO IMPROVING STUDENTS’ USE OF METACOGNITIVE STRATEGIES
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Abstract:
ABSTRACT In higher education, there has been a push to strengthen students’ critical thinking skills. Metacognition is a central component of critical thinking and research has indicated that students who use metacognitive strategies tend to become better critical thinkers and academically successful students. Though the merits of metacognition are known, relatively less research has been conducted on the effectiveness of pedagogical practices intended to improve students’ metacognitive skills and abilities. The overarching agenda guiding this study is to contribute to research that improves students’ critical thinking; the specific focus is on the effectiveness of metacognitive pedagogy on students’ self-reported use of metacognitive strategies. In a quasi-experimental two-group research design, 392 undergraduate students received metacognitive pedagogy and worked with metacognitive strategies while completing a 16-week undergraduate course in sexuality studies. Students in Group A received metacognitive pedagogy and learning for a total of ten weeks, whereas students in Group B received metacognitive pedagogy and learning for a total of five weeks. Throughout both semesters, data about students’ self-reported use of metacognitive strategies were collected using the Metacognitive Awareness Inventory (MAI; Schraw & Dennison, 1994) on four occasions, two before and two after the pedagogy was introduced. To examine the effects of metacognitive pedagogy on students’ self-reported use of metacognitive strategies, I analyzed changes in students’ regulation and knowledge scores from the MAI using latent growth curve modeling. The results revealed a statistically significant change in students’ metacognitive strategies pertaining to regulation of cognition, whereas with knowledge of cognition, the pattern of change did not support the hypothesized growth. In addition, the amount of exposure to metacognitive pedagogy did not have an effect on students’ use of metacognitive strategies. The findings suggest that metacognitive pedagogy can have a positive effect on students’ regulation of cognition but little if any effect on students’ knowledge of cognition. Furthermore, more exposure does not appear to result in higher gains, though the study was constrained within a single semester and unable to measure durability or delayed changes in either regulation or cognition. ; Ph.D. Thesis. University of Hawaiʻi at Mānoa 2019 ; Ph.D.
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Keyword:
Critical thinking; Educational psychology; Latent growth curve modeling; Metacognition; Metacognitive Awareness Inventory; Metacognitive pedagogy; Sexuality; Sexuality education
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URL: http://hdl.handle.net/10125/63179
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Evaluation of automatic video captioning using direct assessment
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In: Graham, Yvette, Awad, George M. and Smeaton, Alan F. orcid:0000-0003-1028-8389 (2018) Evaluation of automatic video captioning using direct assessment. PLoS One . ISSN 1932-6203 (2018)
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Proposal of the suffix -ota to denote phyla. Addendum to 'Proposal to include the rank of phylum in the International Code of Nomenclature of Prokaryotes'
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In: International journal of systematic and evolutionary microbiology ; 68 (2018), 3. - S. 967-969. - ISSN 0020-7713. - eISSN 1466-5034 (2018)
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Proposal of the suffix –ota to denote phyla. Addendum to ‘Proposal to include the rank of phylum in the International Code of Nomenclature of Prokaryotes’
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Challenging existing perspectives about the "ideal" characteristics of teachers of English
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Investigating the Conversations That Occur During Undergraduate Research Experiences: A Case Study
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In: Theses and Dissertations Available from ProQuest (2017)
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Suggestions on Writing for Publication in Language Learning Journals
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In: TEFLIN Journal, Vol 10, Iss 1, Pp 1-16 (2015) (2015)
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Review of Critical ELT in action: foundations, promises, praxis by Graham V. Crookes
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Measurement of the muon reconstruction performance of the ATLAS detector using 2011 and 2012 LHC proton-proton collision data.
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In: Symplectic Elements at Oxford ; Europe PubMed Central ; PubMed (http://www.ncbi.nlm.nih.gov/pubmed/) ; Web of Science (Lite) (http://apps.webofknowledge.com/summary.do) ; Scopus (http://www.scopus.com/home.url) ; CrossRef (2014)
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Genetic mapping of brain plasticity across development in Williams syndrome: ERP markers of face and language processing.
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Autistic Disorder in Patients with Williams-Beuren Syndrome: A Reconsideration of the Williams-Beuren Syndrome Phenotype
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In: ISSN: 1932-6203 ; EISSN: 1932-6203 ; PLoS ONE ; https://hal.archives-ouvertes.fr/hal-01439710 ; PLoS ONE, Public Library of Science, 2012, 7 (3), ⟨10.1371/journal.pone.0030778⟩ (2012)
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Sixth-grade students’ views of the nature of engineering and images of engineers
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In: http://chemed.chem.purdue.edu/chemed/bodnergroup/PDF_2008/103+Karatas+and+Micklos.pdf (2011)
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Preservice science teacher beliefs about teaching and the science methods courses: Exploring perceptions of microteaching outcomes
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In: Theses and Dissertations Available from ProQuest (2011)
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