“Learning to Learn Better”: Metacognitive Self-Appraisal and Self-Management among Undergraduate Students

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Roundtable Session 10: Student Learning and Development in College and Beyond

Abstract

How higher education students learn is of high importance for educators. Focusing on metacognition, and specifically on self-appraisal and self-management, this study qualitatively explores how students think about their thinking, understanding, and perceiving, along with examining how affect and psychological well-being plays a role in metacognition. Through an analysis of interview excerpts about students’ metacognition, I found that students are deeply reflective on their ways of thinking and knowing, on what works, and on when new strategies are needed. Students also consider their affective states and how their motivation and confidence impact their learning. Higher education practitioners can use these findings to better support students in the classroom, particularly through allowing for more self-appraisal and uplifting students’ academic confidence.

Author

• Ralitsa Todorova, University of Southern California