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Metacognitieve vaardigheden in ontwikkelingsperspectief bij onderzoekend leren

Nijhuis, Bianca (2015) Metacognitieve vaardigheden in ontwikkelingsperspectief bij onderzoekend leren.

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Abstract:The first objective of this study was to discover to what extend differences exist in the level of metacognitive skillfulness in inquiry learning tasks between 2VWO students (N = 27) and university bachelor students (N = 25) in order to describe metacognitive development. Data from think aloud protocols of 52 participants were analyzed and integrated with data about learning performances, metacognition and intellectual ability. A measure for metacognitive skillfulness directly inferred from learning behavior and the process of thinking of the learner was calculated and applied. Metacognitive skillfulness showed growth with age and the used strategies altered between age groups. Students used significant more metacognitive learning processes that enhanced learning performances. The second objective was to examine the relations between metacognitive skillfulness, intellectual ability and learning performances. Support has been found for the mixed model of Veenman, Wilhelm and Beishuizen (2004) supposing that metacognitive skillfulness is related to a certain extend to intellectual ability. Moderate positive significant correlations between metacognition and intellectual ability were found between age groups. Both metacognition and intellectual ability have their own unique contribution to the prediction of learning performance. In the current study the predictive value of intellectual ability was low however the predictive value of metacognitive skillfulness was high. Unweighted scores for intellectual ability increased with age indicating intellectual growth. Between metacognition and intellectual ability significant correlations were found which indicates a related development. Therefore partial support has been found for the continuous and parallel growth of metacognition with age, alongside intelligence described by Alexander, Carr and Schwanenflugel (1995).
Item Type:Essay (Master)
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:77 psychology
Programme:Psychology MSc (66604)
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