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UAL Research Online

Helping students succeed through using reflective practice to enhance metacognition and create realistic predictions

Mair, Carolyn (2012) Helping students succeed through using reflective practice to enhance metacognition and create realistic predictions. Psychology Teaching Review, 18 (2). pp. 42-46. ISSN 0965-948X

Type of Research: Article
Creators: Mair, Carolyn

Understanding how students can better manage their expectations has been a topic of interest in pedagogy for some time, yet solutions remain elusive. This paper describes a recent study which aimed to help students make more realistic predictions by increasing their metacognition. At the outset, participants completed a metacognitive awareness inventory and were asked to predict the grade for their next assessment. They were instructed on how to use a structured reflection spreadsheet and asked to reflect weekly for the study period. At the end of the study, the inventory was re-administered and participants predicted the submission time and grade for the next assessment. Although results showed a significant increase in scores in metacognition, they did not show improved prediction accuracy. Possible reasons for the outcomes and further work are discussed.

Official Website: http://www.bpsshop.org.uk/Psychology-Teaching-Review-Vol-18-No-2-Autumn-2012-P2376.aspx
Additional Information (Publicly available):

Full text available through ERIC at: http://files.eric.ed.gov/fulltext/EJ991407.pdf

Keywords/subjects not otherwise listed: Metacognition, Reflective Teaching, Prediction, Scores, Reflection, Satisfaction, Higher Education, Virtual Classrooms, teaching and learning research
Publisher/Broadcaster/Company: British Psychological Society
Your affiliations with UAL: Colleges > London College of Fashion
Date: 2012
Date Deposited: 01 Oct 2013 10:14
Last Modified: 02 Aug 2016 14:43
Item ID: 6068
URI: https://ualresearchonline.arts.ac.uk/id/eprint/6068

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