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Abstract

This study attempted to examine the impacts of academic locus of control and metacognitive awareness on the academic adjustment of the student participants. The convenient sampling was applied to select the sample of 368 participants comprising 246 internals with age ranging from 17 to 28 years (M = 20.52, SD = 2.10) and 122 externals with age spanning from 17 to 28 years (M = 20.57, SD = 2.08). The findings indicated that there were significant differences in the various dimensions of metacognition, academic lifestyle and academic achievement of the internals and externals except for academic motivation and overall academic adjustment. There were significant gender differences in declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, evaluation and overall metacognitive awareness. Likewise, the internals and externals differed significantly in their mean scores of declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation and overall metacognitive awareness, academic lifestyle and academic achievement. The significant positive correlations existed between the scores of metacognitive awareness and academic adjustment. It was evident that the internal academic locus of control and metacognitive awareness were significant predictors of academic adjustment of the students. The findings have been discussed in the light of recent findings of the field. The findings of the study have significant implications to understand the academic success and adjustment of the students and thus, relevant for teachers, educationists, policy makers and parents. The future directions for the researchers and limitations of the study have also been discussed.

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Authors and Affiliations

Deepika Jain
Gyanesh Kumar Tiwari
Ishdutta Awasthi
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Abstract

The paper aims to justify the need for a philosophical reflection concerning the concept of cognitive artifact, as it is used in situated cognition, and, first of all, for conceptualize and defining them. I tentatively call this area “the epistemology of cognitive artifacts”. The paper forms the problem of reification of the cognitive artifacts and the problem of amplification in describing the cognitive impact of the artifacts. Additionally, the article discusses the issue of nonrepresentational artifacts and singles out a new class of artifacts which I call metacognitive artifacts.
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Authors and Affiliations

Marcin Trybulec
1

  1. Instytut Filozofii UMCS, Pl. M. Curie-Skłodowskiej 4, Lublin
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Abstract

There is a general agreement that remembering depends not only on the memory processes as such but rather that encoding, storage and retrieval are under the constant influence of the overarching, metacognitive processes. Moreover, many interventions designed to improve memory refer in fact to metacognition. Most attempts to integrate the very different theoretical and experimental approaches in this domain focus on encoding, whereas there is relatively little integration of approaches that focus on retrieval. Therefore, we reviewed the studies that used new ideas to improve memory retrieval due to a “metacognitive intervention”. We concluded that whereas single experimental manipulations were not likely to increase metacognitive ability, more extensive interventions were. We proposed possible theoretical perspectives, namely the Source Monitoring Framework, as a means to integrate the two, so far separate, ways of thinking about the role of metacognition in retrieval: the model of strategic regulation of memory, and the research on appraisals in autobiographical memory. We identified venues for future research which could address, among other issues, integration of these perspectives.

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Authors and Affiliations

Ewa Skopicz-Radkiewicz
Agnieszka Niedzwienska
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Abstract

This study analysis is aimed at examining the relationship between logical thinking, metacognitive skills, and problem-solving abilities. To accomplish the research purpose, 100 senior secondary school students were surveyed. A descriptive survey method was adopted to examine the study results. Logical thinking, problem-solving abilities, and metacognitive skills scales were used to assess students' skills. These three scales have been pretested and have good reliability and validity. The collected data was analysed using correlation and multiple regression techniques. Pearson product-moment correlation results show a significant relationship between study variables. Further, results of the comparison show that problem-solving abilities differ significantly on the basis of gender and stream of the students. Mediation analysis revealed that logical thinking fully mediates the relationship between metacognition and problem-solving abilities. In the present study, logical thinking accounts for 52.4% of the total effect. Moreover, the result of the interaction of metacognition and logical thinking skills on problem-solving abilities is significant, which leads to the conclusion that logical thinking also works as a moderator between the predictor and outcome variable.
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Authors and Affiliations

Poonam Punia
1
Ritu Malik
1
Manju Bala
1
Manju Phor
1
Yogesh Chander
1

  1. BPSMV, Khanpur Kalan, India

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