Title: Knowledge and regulation of cognition in college science students

Authors: Mehrnaz Roshanaei

Addresses: Institute for Research and Planning in Higher Education, 70 Golfam St., Africa Ave., Tehran 1915673481, Iran

Abstract: The research focused on three issues in college science students: whether there was empirical support for the two factor (knowledge of cognition and regulation of cognition) view of metacognition, whether the two factors were related to each other, and whether either of the factors was related to empirical measures of cognitive and metacognitive performance. To test the current conceptualisation of metacognition that assumes two main factors confirmatory factor analysis (CFA) was performed. AMOS software was used for performing CFA. Two experiments on 61 Premedical and 80 Medical Engineering Students supported the two factor model. Factors were correlated. Further experiments (Pearson's Correlation) reported a number of statistically significant relationships among knowledge of cognition, regulation of cognition, pre-test post-test judgements ability and performance. Strategies for the enhancement of students' metacognition were discussed.

Keywords: college performance; knowledge of cognition; regulation of cognition; learning; metacognition; regulation of cognition; science students; cognitive performance; confirmatory factor analysis; CFA; higher education.

DOI: 10.1504/IJLC.2014.063148

International Journal of Learning and Change, 2014 Vol.7 No.3/4, pp.234 - 258

Received: 24 Oct 2013
Accepted: 18 Mar 2014
Published online: 30 Apr 2015 *

Full-text access for editors Full-text access for subscribers Purchase this article Comment on this article