Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving
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...
Gespeichert in:
| Veröffentlicht in: | CBE life sciences education Jg. 23; H. 2; S. ar13 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Journal Article |
| Sprache: | Englisch |
| Veröffentlicht: |
United States
01.06.2024
|
| Schlagworte: | |
| ISSN: | 1931-7913, 1931-7913 |
| Online-Zugang: | Weitere Angaben |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| 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. |
|---|---|
| AbstractList | 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. 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.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. |
| Author | Stanton, Julie Dangremond Halmo, Stephanie M Yamini, Kira A |
| Author_xml | – sequence: 1 givenname: Stephanie M surname: Halmo fullname: Halmo, Stephanie M organization: Department of Cellular Biology, University of Georgia, Athens, GA 30602 – sequence: 2 givenname: Kira A surname: Yamini fullname: Yamini, Kira A organization: Department of Cellular Biology, University of Georgia, Athens, GA 30602 – sequence: 3 givenname: Julie Dangremond surname: Stanton fullname: Stanton, Julie Dangremond organization: Department of Cellular Biology, University of Georgia, Athens, GA 30602 |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/38437450$$D View this record in MEDLINE/PubMed |
| BookMark | eNpNkMtOwzAQRS0EgvLYskResgnYcRzb7KrSAhIIpNIFq8p2JhCU2MV2QHwM_0rKQ-pqXufeGc0-2nbeAULHlJxRKsW5NXCWs4zIjFAut9CIKkYzoSjb3sj30H6Mr4QU5UDtoj0mCyYKTkbo6w6Stv7ZNanxDmtX4Tm0dTat68Zq-4kbh8d2PbvA1_4Dz5oQU_YEOuB56itwKeI7P6h9-BEvIvwaTLy2L417xskPwDvgBx0T3tg2tC6baH1X-5DwZR_W8EPwpoUOz337PtSHaKfWbYSjv3iAFrPp4-Q6u72_upmMbzNbMJIyySvIuTGGMS1KSokypObSGF2WioI0nNtcUWt0JcoauC2EUUZwOYxA8Tw_QKe_vqvg33qIadkNp0Hbage-j8tcMSEIFZQO6Mkf2psOquUqNJ0On8v_l-bfN0V8Rw |
| CitedBy_id | crossref_primary_10_3389_feduc_2024_1460496 crossref_primary_10_1187_cbe_24_05_0156 crossref_primary_10_1128_jmbe_00139_24 crossref_primary_10_1021_acs_jchemed_4c01327 |
| ContentType | Journal Article |
| DBID | CGR CUY CVF ECM EIF NPM 7X8 |
| DOI | 10.1187/cbe.23-08-0158 |
| DatabaseName | Medline MEDLINE MEDLINE (Ovid) MEDLINE MEDLINE PubMed MEDLINE - Academic |
| DatabaseTitle | MEDLINE Medline Complete MEDLINE with Full Text PubMed MEDLINE (Ovid) MEDLINE - Academic |
| DatabaseTitleList | MEDLINE MEDLINE - Academic |
| Database_xml | – sequence: 1 dbid: NPM name: PubMed url: http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?db=PubMed sourceTypes: Index Database – sequence: 2 dbid: 7X8 name: MEDLINE - Academic url: https://search.proquest.com/medline sourceTypes: Aggregation Database |
| DeliveryMethod | no_fulltext_linktorsrc |
| Discipline | Biology |
| EISSN | 1931-7913 |
| ExternalDocumentID | 38437450 |
| Genre | Research Support, U.S. Gov't, Non-P.H.S Research Support, Non-U.S. Gov't Journal Article |
| GroupedDBID | --- 18M 29B 2WC 53G 5GY 6J9 6~0 6~1 ABSQV ADBBV AENEX AIPOO ALMA_UNASSIGNED_HOLDINGS AOIJS BAWUL CGR CUY CVF DIK E3Z EBS ECM EE- EIF EMOBN F5P F9R GX1 HYE IAO IER IGS INIJC ITC NPM OVT R0Z RNS RPM TCB W8F WOQ ZBA 7X8 |
| ID | FETCH-LOGICAL-c430t-85de25bbb33a761109b0f58bba6691e8b55c291cbad76fe5c47b9b758e8be9522 |
| IEDL.DBID | 7X8 |
| ISICitedReferencesCount | 7 |
| ISICitedReferencesURI | http://www.webofscience.com/api/gateway?GWVersion=2&SrcApp=Summon&SrcAuth=ProQuest&DestLinkType=CitingArticles&DestApp=WOS_CPL&KeyUT=001176241000002&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| ISSN | 1931-7913 |
| IngestDate | Thu Sep 04 20:03:23 EDT 2025 Mon Jul 21 05:32:37 EDT 2025 |
| IsDoiOpenAccess | false |
| IsOpenAccess | true |
| IsPeerReviewed | true |
| IsScholarly | true |
| Issue | 2 |
| Language | English |
| LinkModel | DirectLink |
| MergedId | FETCHMERGED-LOGICAL-c430t-85de25bbb33a761109b0f58bba6691e8b55c291cbad76fe5c47b9b758e8be9522 |
| Notes | ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 23 |
| OpenAccessLink | https://pubmed.ncbi.nlm.nih.gov/PMC11235107 |
| PMID | 38437450 |
| PQID | 2937701711 |
| PQPubID | 23479 |
| ParticipantIDs | proquest_miscellaneous_2937701711 pubmed_primary_38437450 |
| PublicationCentury | 2000 |
| PublicationDate | 2024-06-01 |
| PublicationDateYYYYMMDD | 2024-06-01 |
| PublicationDate_xml | – month: 06 year: 2024 text: 2024-06-01 day: 01 |
| PublicationDecade | 2020 |
| PublicationPlace | United States |
| PublicationPlace_xml | – name: United States |
| PublicationTitle | CBE life sciences education |
| PublicationTitleAlternate | CBE Life Sci Educ |
| PublicationYear | 2024 |
| SSID | ssj0046015 |
| Score | 2.386675 |
| Snippet | Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily... |
| SourceID | proquest pubmed |
| SourceType | Aggregation Database Index Database |
| StartPage | ar13 |
| SubjectTerms | Humans Mentoring Metacognition Problem Solving Retrospective Studies Self Efficacy Students |
| Title | Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort During Problem Solving |
| URI | https://www.ncbi.nlm.nih.gov/pubmed/38437450 https://www.proquest.com/docview/2937701711 |
| Volume | 23 |
| WOSCitedRecordID | wos001176241000002&url=https%3A%2F%2Fcvtisr.summon.serialssolutions.com%2F%23%21%2Fsearch%3Fho%3Df%26include.ft.matches%3Dt%26l%3Dnull%26q%3D |
| hasFullText | |
| inHoldings | 1 |
| isFullTextHit | |
| isPrint | |
| link | http://cvtisr.summon.serialssolutions.com/2.0.0/link/0/eLvHCXMwpV1bS8MwFA7qFHzxfpk3IvgatzbN0voiYxf24MZgDubTSNIUCqOda53sx_hfPWk69UUQfOlD27RpmpzznZxzvoPQnWJRUHclIDdKFfFAhZJAUE1cHkVCu1RoUSQKP_HBwJ9MgmG54ZaVYZVrmVgI6jBVZo-8BmqJc0Pu4jzOX4mpGmW8q2UJjU1UoQBlzMLkky8vggfGBrNeZcfQMtKStNHxeU1Jfe9SG8nF_N_hZaFmuvv_7eAB2isBJm7aGXGINnRyhHZsycnVMfro61yUMUNpgkUS4pGeRaRjqCSEWuE4wc0i1-EB99J33I0BHpIXWA94ZGkwM2zlwKJoPM60fUArtWGZOE_hhqXGQ5Hl-Mfb4FQ7zuBbACbnuF2kR-KhrWeDR-nM7GycoHG389zqkbJEA1EerefEZ6F2mZSSUsEbhr1U1iPmSykajcDRvmRMuYGjpAh5I9JMeVwGEmwUuKQDwH6naCtJE32OMKWeAokiQamCFeUxMLUUADIqRKRCSVUV3a7HfQpLwPg1RKLTt2z6PfJVdGZ_3nRuuTqm1Pco91j94g-tL9GuC5DFBoJdoUoEAkBfo221zONscVPMLTgOhv1Pwyza2w |
| linkProvider | ProQuest |
| openUrl | ctx_ver=Z39.88-2004&ctx_enc=info%3Aofi%2Fenc%3AUTF-8&rfr_id=info%3Asid%2Fsummon.serialssolutions.com&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Ajournal&rft.genre=article&rft.atitle=Metacognition+and+Self-Efficacy+in+Action%3A+How+First-Year+Students+Monitor+and+Use+Self-Coaching+to+Move+Past+Metacognitive+Discomfort+During+Problem+Solving&rft.jtitle=CBE+life+sciences+education&rft.au=Halmo%2C+Stephanie+M&rft.au=Yamini%2C+Kira+A&rft.au=Stanton%2C+Julie+Dangremond&rft.date=2024-06-01&rft.eissn=1931-7913&rft.volume=23&rft.issue=2&rft.spage=ar13&rft_id=info:doi/10.1187%2Fcbe.23-08-0158&rft_id=info%3Apmid%2F38437450&rft_id=info%3Apmid%2F38437450&rft.externalDocID=38437450 |
| thumbnail_l | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/lc.gif&issn=1931-7913&client=summon |
| thumbnail_m | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/mc.gif&issn=1931-7913&client=summon |
| thumbnail_s | http://covers-cdn.summon.serialssolutions.com/index.aspx?isbn=/sc.gif&issn=1931-7913&client=summon |