Metacognition is an important cognitive process that involves self-awareness and self-regulation of one’s own cognitive activities (Flavell, 1979). At its most basic level, metacognition is an awareness of oneself as a thinking being. This awareness allows one to be mindful of the processes and strategies they use to solve problems, to learn, and to think (Brown, 1987). Metacognition is an essential skill for academic and professional success, and it can be developed through instruction and practice (Weinstein, 2012).
Metacognition can be broken down into two distinct components: metacognitive knowledge and metacognitive regulation (Flavell, 1979). Metacognitive knowledge includes the understanding of one’s own cognitive processes, such as memory, problem solving, and decision making, as well as the ability to identify and monitor one’s own levels of understanding, motivation, and emotions. Metacognitive regulation involves the ability to regulate one’s cognitive activities, such as setting goals, monitoring progress, and using strategies to improve performance (Weinstein, 2012).
Research has shown that metacognition is important for academic success (Weinstein, 2012). Metacognitive knowledge and regulation are associated with higher levels of academic achievement, and students who use metacognitive strategies are better able to monitor their own learning and adjust their strategies accordingly (Weinstein, 2012). In addition, metacognition is related to a number of other positive outcomes, such as increased self-efficacy, improved academic self-regulation, and increased motivation to learn (Weinstein, 2012).
In order to foster metacognitive development, teachers can incorporate metacognitive strategies into their instruction (Weinstein, 2012). These strategies can include having students reflect on their own learning processes, setting goals and monitoring progress, and using metacognitive strategies such as self-questioning and self-explanation (Weinstein, 2012). Additionally, teachers can provide students with feedback on their metacognitive performance, and teach them how to use metacognitive strategies to improve their learning (Weinstein, 2012).
In summary, metacognition is an important cognitive process that involves self-awareness and self-regulation. It is associated with higher levels of academic achievement, and can be developed through instruction and practice. Teachers can incorporate metacognitive strategies into their instruction in order to foster metacognitive development among their students.
References
Brown, A. L. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65-116). Hillsdale, NJ: Lawrence Erlbaum Associates.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906-911.
Weinstein, C. E. (2012). Metacognition and learning: Strategies for instructional design. New York, NY: Routledge.