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Published Mar 26, 2024

Lan Shi  

Abstract

The ability to “learn to how to learn,” by common consent, is one of the key competences that students need to succeed in the 21st century. The concept of metacognition, viewed as central to this ability, was first advanced by Flavell, a cognitive psychologist, to denote the individual’s knowledge and understanding of cognitive processes. It is a higher-order thinking ability, involving the learner’s active control of cognitive processes as well use of metacognitive support to plan and adjust learning. Metacognitive teaching is a pedagogy that requires the teacher to guide students to contemplate on their learning process and actively solve problems. It is also a practical instructional framework that consists of students, teachers, metacognitive teaching strategies, and the learning environment. This study explores the impact of metacognitive teaching on student academic performance and related moderating variables using the meta-analytic technique. It aims to provide valuable insights to educators for their appropriate and flexible adoption of metacognitive teaching in education and to contribute to the advancement of the key competence-focused curriculum reform.

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Keywords
References
How to Cite
Shi, L. (2024). The Effects of Metacognitive Teaching on Student Academic Performance: A Meta-analysis of Relevant Experimental and Quasi-experimental Studies over the Past 20 Years. Best Evidence in Chinese Education, 16(2), 1839–1840. Retrieved from https://bonoi.org/index.php/bece/article/view/1316
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