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Xuan Nguyen K, Viet Tran T, Duc Nghiem T, Ngoc Tran T, Ba Ta T, Van Nguyen B, Dinh Le T, Tien Nguyen S, Nguyen KT, Trung Dinh H, Pho DC, Nguyen Duy T, Toan PQ. Relationship Between Metacognitive Awareness of Undergraduate Students and Students' Academic Performance at Vietnam Military Medical University. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:791-801. [PMID: 37483526 PMCID: PMC10361283 DOI: 10.2147/amep.s412912] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/11/2023] [Accepted: 07/07/2023] [Indexed: 07/25/2023]
Abstract
Introduction Metacognition plays an essential role in competency-based medical education. Metacognitive skills consist of knowledge and regulation metacognition. This study was conducted to investigate the metacognition of undergraduate students and its correlation with students' academic performance. Methods The metacognitive skills inventory comprised 52 binary-scale items administered to 202 Vietnam Military Medical University medical students. The entire semester and clinical results were used to measure their academic performance. Results Medical students' total metacognitive awareness score was high (median 0.8). The median metacognitive knowledge score was significantly lower than the metacognitive regulation score (0.7 vs 0.8, respectively). The participants with a total metacognition score ≥0.8 had significantly higher academic results (full semester exam results of 7.4 and clinical exam of 7.5). The group of participants in the military, having sports habits and usually searching academic documents in English, had a higher proportion of total metacognitive awareness score ≥0.8 than the group without these above characteristics (with the percentages of 53.3%, 59%, and 64.3%, respectively; p < 0.05). The number of books read by participants with a total metacognitive awareness score ≥ 0.8 was significantly higher than those with a total metacognitive awareness score <0.8 (3.5 compared to 2.4 books). Conclusion Metacognitive awareness of Vietnam Military Medical University medical students was likely to be high. A high score of metacognitive awareness could predict high academic performance. Being a military student, playing sports, reading books, and searching English documents were predictors of better metacognitive awareness.
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Affiliation(s)
- Kien Xuan Nguyen
- Department of Military Medical Command and Organization, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Tien Viet Tran
- Department of Infectious Diseases, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Thuan Duc Nghiem
- Department of Otolaryngology, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Tuan Ngoc Tran
- Department of Military Medical Command and Organization, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Thang Ba Ta
- Respiratory Center, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Ba Van Nguyen
- Department of Oncology, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Tuan Dinh Le
- Department of Rheumatology and Endocrinology, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Son Tien Nguyen
- Department of Rheumatology and Endocrinology, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Kien Trung Nguyen
- Center of Hematology and Blood Transfusion, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Hoa Trung Dinh
- Department of Requested Treatment, National Hospital of Endocrinology, Hanoi, Vietnam
| | - Dinh Cong Pho
- Department of Military Science, Vietnam Military Medical University, Hanoi, 10000, Vietnam
| | - Toan Nguyen Duy
- Cardiovascular Center, Military Hospital 103, Vietnam Medical Military University, Hanoi, 10000, Vietnam
| | - Pham Quoc Toan
- Department of Nephrology, Military Hospital 103, Vietnam Military Medical University, Hanoi, 10000, Vietnam
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Al-Moteri M. Metacognition and learning transfer under uncertainty. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2023-0038. [PMID: 38073587 DOI: 10.1515/ijnes-2023-0038] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Accepted: 09/22/2023] [Indexed: 12/18/2023]
Abstract
OBJECTIVES This study examined the possible correlation between metacognition and learning experience transfer of nursing students after engaging in an urgent and cognitively demanding clinical situation. METHODS This is a one-group post-test- only study design in which participants engaged in an emergency care scenario simulation and completed the Meta-Cognitive Awareness Scale - Domain Specific (MCAS-DS). RESULTS Study results revealed that participants' metacognitive awareness is significantly correlated to the learning transfer (p=0.0001) and GPA (p=0.006). There is also a positive correlation between learning transfer and GPA (p=0.04), clinical settings-based training experience (p=0.021) and metacognitive confidence (p=0.0001). CONCLUSIONS This study may imply that academic achievement can be used as a potential screening tool to identify students requiring metacognitive training. It may also imply that metacognitive abilities can be enhanced indirectly through considering factors that may influence the transfer of learning such as increasing the hours of clinical training.
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Affiliation(s)
- Modi Al-Moteri
- Nursing College, Medical and Surgical Department, Taif University, Taif, Saudi Arabia
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Wang M, Zhang LJ, Hamilton R. Developing the Metacognitive Awareness of Grit Scale for a better understanding of learners of English as a foreign language. Front Psychol 2023; 14:1141214. [PMID: 37113125 PMCID: PMC10126521 DOI: 10.3389/fpsyg.2023.1141214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2023] [Accepted: 03/08/2023] [Indexed: 04/29/2023] Open
Abstract
The prominent impact of metacognition on learners' academic achievement is widely discussed. Learners armed with appropriate metacognitive strategies should witness enhancement in learning performance. Similarly, the concept of grit is also valued as a crucial factor contributing to the improvement of academic achievement. Nevertheless, discussion of the relationship between metacognition and grit or their collective influence on other educational and psychological variables is limited, not to mention that an instrument measuring learners' metacognitive awareness of grit is a desideratum. Hence, by incorporating the constructs of metacognition and grit, the present research developed a measurement scale to address this need, named the Metacognitive Awareness of Grit Scale (MCAGS). The MCAGS consists of four components and initially included 48 items. It was later distributed to 859 participants for the purpose of scale validation. Confirmatory factor analysis was applied to evaluate the scale's validity and explore the factor-item relationship. A final model containing 17 items was retained. Implications and future directions were discussed.
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Effect of a Nursing Comprehensive Skill Training Course (NCST-C) on Nursing Students' Metacognitive Awareness: A Quasi-experimental Study. Asian Nurs Res (Korean Soc Nurs Sci) 2022; 16:275-281. [PMID: 36332792 DOI: 10.1016/j.anr.2022.10.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Revised: 10/20/2022] [Accepted: 10/25/2022] [Indexed: 11/05/2022] Open
Abstract
PURPOSE This study explored the effect of a nursing comprehensive skill training course (NCST-C) on the metacognitive awareness of nursing students to provide a scientific foundation for improving metacognitive awareness. METHODS This study used a quasi-experimental two-group matched pretest, post-test, and follow-up test. Ninety-six junior nursing students were recruited using convenience sampling and assigned to two groups by drawing lots with odd and even numbers in a nursing school at Huzhou University. The control group received a traditional skill-training course. The intervention group received NCST-C. Nursing students' metacognitive awareness inventory (MAI) was evaluated at the baseline, 16-week, and 20-week follow-up points. A repeated-measures analysis of variance and a simple effect test was used to compare each outcome measure of the two groups three times. RESULTS The NCST-C resulted in greater benefits for nursing students' metacognitive awareness as well as various dimensions (knowledge of cognition and regulation of cognition) in the intervention group. Combined with a simple effects test, the MAI and dimension scores of those in the intervention group significantly improved at 16 weeks after the baseline (F = 9.78-44.03; all ps < .01). The sustainable effect of NCST-C lasted 1 month after the intervention (F = 14.24-62.36; ps < .01), reaching statistical significance (p < .05). CONCLUSIONS The NCST-C effectively developed metacognitive awareness among nursing students. Its design provides a new type of experimental course for improving metacognitive awareness. TRIAL REGISTRATION chictr.org.cn: ChiCTR2200057910. First registration date: 1/11/2020.
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Development of metacognitive competencies of students in the process of constructing mathematical problems for younger students. ACTA BIOMEDICA SCIENTIFICA 2022. [DOI: 10.29413/abs.2022-7.2.23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
The article presents a description of the study of the effectiveness of methodological tools aimed at developing metacognitive competence in future elementary school teachers in the classroom on the methodology of teaching mathematics to younger students.The aim of the study is to empirically test the effectiveness of a set of methodological techniques used in the classroom on the methodology of teaching mathematics to future elementary school teachers as a means of developing their metacognitive competencies. The hypothesis of the study is the assumption that one of the effective means of developing metacognitive competencies in future elementary school teachers is special classes for compiling original scenarios of verbal mathematical problems for younger students. A professionally developed verbal composition of a mathematical problem sets the vector of mental activity for the younger student. It requires the developer to build a forecast of the child’s mental actions, determine algorithms and levels of difficulty in obtaining the right solution. The study used methods for testing students’ cognitive characteristics (intelligence) and peer review of their “metacognitive knowledge”, “metacognitive skills”, “metacognitive experience” and “metacognitive strategies”. The methodological solutions implemented in the classroom have shown their effectiveness. For the practice of preparing future primary school teachers, it is important that the well-organized development of compositions of textual mathematical problems for younger students is an effective means of developing their metacognitive competencies.
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