The Influence of Context on Metacognition and Its Measurement

Authors

Markeya S. Peteranetz, University of Nebraska-LincolnFollow

ORCID IDs

Markeya S. Peteranetz

First Advisor

Anthony D. Albano

Date of this Version

5-2018

Document Type

Article

Citation

Peteranetz, M. S. (2018). The influence of context on metacognition and its measurement (Doctoral dissertation). Retrieved from UNL DigitalCommons.

Comments

A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy, Major: Psychological Studies in Education (Cognition, Learning, and Development), Under the Supervision of Professor Anthony D. Albano. Lincoln, Nebraska: May, 2018

Copyright (c) 2018 Markeya S. Peteranetz

Abstract

Metacognition enhances students’ efforts to effectively self-regulate their learning. It is a multifaceted construct that includes metacognitive knowledge, metacognitive regulation, and metacognitive experiences. Metacognition theory clearly indicates that metacognitive regulation should be impacted by the context in which the learning takes place, but little empirical research has attempted to show this effect of context on metacognitive regulation. The purpose dissertation of this was to investigate how context influences undergraduate students’ use of metacognitive regulation. To this end, an instrument (the Metacognition Inventory for Post-Secondary Students; MIPSS) that assesses metacognitive knowledge globally and metacognitive regulation as a context-dependent construct was created and evaluated through item analysis and factor analysis. Then, within-person differences in metacognitive regulation were examined, measures of metacognition and self-regulated learning (SRL) were associated with each other and used to predict academic achievement. Results indicated the MIPSS has a bi-factor structure, metacognitive regulation is influenced by the course and activity associated with the regulation, and associations among metacognition and SRL scales and achievement tend to follow theoretical predictions. Limitations and future directions for research are discussed.

Advisor: Anthony D. Albano