- Metacognitive skills on a general and specific level and actual performance on three different types of problem solving tasks were investigated to determine the relationships among these measures.
Fifty-five students from Special Education and Introductory Psychology classes at the Pennsylvania State University were asked to give self-reported assessments of their metacognitive abilities in problem solving and to predict their performance on specific math, language, and visual/spatial tasks. Metacognitive behaviors categorized as knowledge-based strategies, regulatory strategies, and referential strategies were observed while subjects actually solved the three different types of problem-solving tasks.
Three sets of analyses determined (a) the reliability estimates of self-report and observation measures, (b) the relationships among the different metacognitive skills, namely, self-reported metacognitive skills, self-predicted performance, and actual metacognitive behaviors during problem solving and the relationships among the metacognitive skills and actual performance, and (c) the relationships among the measures which gave more insight into the results of the general analysis.
The results on the self-report inventory showed high test-retest and internal consistency reliabilities. There was also high interrater agreement on the observations of metacognitive behaviors. The correlation coefficients showed significant relationships between self-reported metacognitive skills and predicted performance. Self-reported metacognitive skills correlated with regulatory strategies but did not correlate with knowledge-based and referential strategies. Predicted performance correlated significantly with all the categories of metacognitive behaviors. The correlation coefficients also indicated that subjects who perceived higher metacognitive ability and predicted performance actually performed higher than those who perceived lower metacognitive ability and predicted performance on the problem-solving tasks. Subjects were able to predict their performance better on math tasks than on language and visual/spatial tasks.
It was concluded that relationships exist among the different types of metacognitive skills and among certain metacognitive skills and actual performance. The results suggest some unresolved questions concerning (a) the low correlation between metacognitive behaviors and actual performance, (b) the factors that determine the different predictive ability on different types of problem-solving tasks, and (c) the factors that determine the differential utilization of metacognitive strategies in problem solving.
- Dissertation Note:
- Ph.D. The Pennsylvania State University 1983.
- Source: Dissertation Abstracts International, Volume: 45-01, Section: A, page: 1320.
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