University of Twente Student Theses
Measuring the Effect of Instruction in Metacognitive Knowledge and Skills on the Autonomy of First-Year Vocational Education Students
Beeftink, Anne (2023) Measuring the Effect of Instruction in Metacognitive Knowledge and Skills on the Autonomy of First-Year Vocational Education Students.
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| Abstract: | Vocational education institutions are introducing more student-centred learning environments, requiring first-year students to make decisions about and self-regulate their behaviour. However, this autonomous behaviour is difficult for first-year students due to age, the transition to vocational education, and the fact that vocational education does not provide well-developed guidance in autonomy. Therefore, it is important to include this guidance. One way to include guidance is by training metacognition. Hence, for the current study, an intervention in metacognition was designed. This intervention consists of an instruction in metacognition, followed by practice materials to teach metacognition and practice the use of metacognitive skills, aiming at increasing metacognition. The effects of the intervention on metacognitive knowledge and skills were analysed by calculating t-tests from the questionnaire ‘Metacognitive Knowledge and Skills’ filled in by 50 first-year students before and after instruction. The instruction had positive effects on metacognitive knowledge and metacognitive skills of monitoring and evaluating. The effect of the practice materials could not be determined due to low use. The relation between age and the development of metacognition was analyzed by calculating the correlation between age and the difference in metacognition after the intervention to determine if differentiated guidance is necessary, showing no relation. The relation between metacognitive knowledge and skills was analyzed, which resulted in a positive, moderate relation. These results show how metacognition can be trained by making vocational students aware of metacognition in the context of a learning task, and how acquainting metacognitive knowledge contributes to the development of metacognitive skills. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 77 psychology |
| Programme: | Psychology MSc (66604) |
| Link to this item: | https://purl.utwente.nl/essays/94983 |
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