Metacognition is understood as the knowledge and regulation of one's own cognitive activity Thus, it is recognized as any attempt to monitor and control one’s own cognitive processes. More recently, metacognition has been employed to refer to the kind of cognition that deals with the development of a person's agency over their own mental activity in a conscious and deliberate way. In this sense, metacognition is reflected in the knowledge, regulation, and awareness that people establish about their own cognitive processes.
Nevertheless, how metacognition functions across various domains, environments, and contexts is not well understood, a gap this special issue endeavors to fill.
Metacognition spans eight higher-order sub-processes, from conditional knowledge (the where, when, and why of strategy implementation) to comprehension monitoring (one’s ability to accurately understand what is being learned and the skills necessary to correct comprehension errors) and debugging (the strategies available to correct errors during learning). While much of the research on metacognition involves young adults in university settings, much less attention has been given to metacognition in children and adolescents, especially in contexts beyond the university and in a variety of different academic domains (i.e., math, science, social sciences, etc.). Thus, the Research Topic welcomes research that investigates metacognition in children, adolescents, and adults, especially in various contexts and academic domains. Research conducted in authentic, real-life settings beyond the classroom are also welcome.
Possible topics of interest to the Research Topic include, but are not limited to, the following.
• Self-report and/or objective metacognition across multiple domains of learning
• Metacognition in authentic, real-life settings beyond the classroom
• Metacognition research employing qualitative or mixed-method research designs are especially encouraged
• Metacognitive monitoring research employing multiple indices of accuracy and bias and those that employ relative monitoring measures
The Research Topic welcomes original research articles, systematic reviews of the literature, and conceptual analysis papers. As discussed previously, research employing qualitative or mixed method research designs are especially encouraged. Research articles that employ secondary data analyses are also welcome.
Metacognition is understood as the knowledge and regulation of one's own cognitive activity Thus, it is recognized as any attempt to monitor and control one’s own cognitive processes. More recently, metacognition has been employed to refer to the kind of cognition that deals with the development of a person's agency over their own mental activity in a conscious and deliberate way. In this sense, metacognition is reflected in the knowledge, regulation, and awareness that people establish about their own cognitive processes.
Nevertheless, how metacognition functions across various domains, environments, and contexts is not well understood, a gap this special issue endeavors to fill.
Metacognition spans eight higher-order sub-processes, from conditional knowledge (the where, when, and why of strategy implementation) to comprehension monitoring (one’s ability to accurately understand what is being learned and the skills necessary to correct comprehension errors) and debugging (the strategies available to correct errors during learning). While much of the research on metacognition involves young adults in university settings, much less attention has been given to metacognition in children and adolescents, especially in contexts beyond the university and in a variety of different academic domains (i.e., math, science, social sciences, etc.). Thus, the Research Topic welcomes research that investigates metacognition in children, adolescents, and adults, especially in various contexts and academic domains. Research conducted in authentic, real-life settings beyond the classroom are also welcome.
Possible topics of interest to the Research Topic include, but are not limited to, the following.
• Self-report and/or objective metacognition across multiple domains of learning
• Metacognition in authentic, real-life settings beyond the classroom
• Metacognition research employing qualitative or mixed-method research designs are especially encouraged
• Metacognitive monitoring research employing multiple indices of accuracy and bias and those that employ relative monitoring measures
The Research Topic welcomes original research articles, systematic reviews of the literature, and conceptual analysis papers. As discussed previously, research employing qualitative or mixed method research designs are especially encouraged. Research articles that employ secondary data analyses are also welcome.
