Patterns in Metacognitive Awareness: An Investigation of Undergraduate Biology Students

• In Event: Poster Session 15
  In Poster Session: Metacognition, Studying, and Self-Regulated Learning

Abstract

Successful learning in undergraduate science courses requires accurate metacognitive processing. The purpose of this study was to investigate the metacognitive awareness of undergraduate students (N = 428) undergraduate students enrolled in an introductory biology course at a southeastern university in the U.S. Metacognitive judgments were assessed in two ways: by comparing students’ estimated and actual performance (calibration) on four exams and by students’ self-reported metacognitive self-regulation. Latent class growth analysis revealed three general trends in students’ calibration: persistent miscalibration, early miscalibration that was later regulated, and relatively good calibration. Calibration was unrelated to self-reported metacognition, but positively related to course grades. Findings provide insights about appropriate measurement and analysis of students’ metacognition in postsecondary science.

Authors

• John Eric M Lingat, University of Kentucky

• Trisha Anne Turner, University of Kentucky

• Cara Worick, University of Kentucky

• Ellen L. Usher, University of Kentucky