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Examines the relationship between metacognition and certain personality variables and the role they play in academic achievement. Participants were grade 12 students (N=108) in New Brunswick and Newfoundland. Results indicate significant positive relationships between metacognition, motivation, locus of control, self-efficacy, and academic average. (MKA)

Examines the relationship between metacognition and certain personality variables and the role they play in academic achievement. Participants were grade 12 students (N=108) in New Brunswick and Newfoundland. Results indicate significant positive relationships between metacognition, motivation, locus of control, self-efficacy, and academic average. (MKA)

Students tackling the new GCSE examination curriculum face the challenge of needing to know and memorise more information for their examinations, as most subjects no longer have coursework and students are assessed in examinations at the end of the course. This shift towards increased subject knowledge and one-off, high stakes examinations not only means students now have to memorize much more than students taking the previous GCSE examinations, but also that they also face increased pressure to perform to their best in a stressful high-stakes examination. There is some evidence to suggest that teaching students how to use metacognitive processes can improve their academic attainment. This study will investigate if the explicit teaching of metacognition leads to better outcomes in GCSE English Literature examinations, in both grades and memory for quotations, than an implicit approach. It will also examine if the explicit teaching of metacognition can lead to an increase in self-reported self-efficacy and a reduction in self-reported academic anxiety.

There is an increasing interest in teaching students a metacognitive approach to learning in order to help improve their academic attainment (Braund & DeLuca, 2018; Hacker, Dunlosky, & Graesser, 2009; Özsoy, Memiş, & Temur, 2017; Perry, Lundie, & Golder, 2018). Research indicates that one of the primary factors, which affects student understanding of metacognition, is teacher understanding of metacognition (Perry et al., 2018; Wall & Hall, 2016; Wilson & Bai, 2010). This study will investigate teacher attitudes to metacognition and their use of strategies associated with metacognition in teaching. We will also investigate if there is any correlation between teachers use, and understanding of metacognition, and their perceived self-efficacy in the classroom.

The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit (Chi [superscript 2]/df=2.77, GFI=0.98, AGFI=0.92, RMSEA=0.05). In previous studies, deep approach but not surface approach to learning facilitates performance as outcome variable. However, a different pattern emerged in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability, and results to awareness of one's learning. Further implications on surface and deep approach to learning are discussed. (Contains 1 figure and 2 tables.)

The relations among school ability, self-efficacy, learning approach, and metacognition were examined in a path model. Questionnaires measuring these constructs were administered to 194 Filipino college students. Path analysis was used to determine the effects of school ability on self-efficacy and learning approaches, and in turn, the effects of self-efficacy and learning approach on metacognition. The path model tested showed adequate goodness of fit (Chi [superscript 2]/df=2.77, GFI=0.98, AGFI=0.92, RMSEA=0.05). In previous studies, deep approach but not surface approach to learning facilitates performance as outcome variable. However, a different pattern emerged in the results of the present study. When school ability was used as a predictor, surface approach increased and deep approach decreased as outcomes. When they were used as predictors together with self-efficacy, both increased the use of metacognition. Surface approach among Asians is seen as a useful approach to learning that is facilitated by prior school ability, and results to awareness of one's learning. Further implications on surface and deep approach to learning are discussed. (Contains 1 figure and 2 tables.)

Problem-solving is one of the core components of 21st-century skills and an essential skill for living in a dynamic contemporary society. It is a complex process guided by specific goals that requires mental representation of the problem situations (Jonassen, 1997, 2000). Solving a problem involves a series of processes, beginning with defining the problems through information gathering and processing. It allows new concepts to emerge and provide a basis for idea generation (Mumford, 1991). The formulation of a solution is believed to require creative thought involving a series of interactive processes. Individuals who have high creativity are expected to produce more original and diverse solutions (Puccio et al., 2020). Once the solutions are generated, the next steps involve implementing these ideas and subsequently monitoring and evaluating the implementation process (Mumford et al., 2019). In higher education, acquiring problem-solving skills is essential for students to help them adapt in their community and workplace (Hiremath, 2015). As the degree of available information and access to data is increasing, the ability to interpret information, communicate ideas, and solve problems becomes essential in today’s communities (Danaher & Schoepp, 2020). However, fostering students’ problem solving is a challenge that requires the identification of various (meta)cognitive, motivational, personal, and social factors (Aşık & Erktin, 2019; Luo et al., 2019; Tasgin & Dilek, 2023; Van Hooijdonk et al., 2023). Recent studies have revealed a connection between metacognition and problem-solving (Kim et al., 2013; Liu & Liu, 2020; Urban & Urban, 2023, 2024). Metacognition can be understood as knowledge and regulation of cognition (Schraw & Moshman, 1995). It is composed of metacognitive knowledge and metacognitive skills (i.e., planning, monitoring, regulation and evaluation; Ekflides, 2006). Metacognitive knowledge helps problem solvers to identify and represent given problems, while metacognitive skills benefit problem solvers in identifying the nature of these problems, selecting appropriate plans, overcoming obstacles, monitoring their progress, and evaluating solutions (Davidson & Sternberg, 1998). Importantly, the influence of metacognition on problem-solving can manifest directly or indirectly. This dual impact is tied to its associations with other factors, such as cognitive processes, that also contribute to supporting effective problem-solving. Metacognitive judgments and predictive cues of individual performance are connected to domain knowledge (Griffin et al., 2009), which serves as a prominent predictor of problem solving (Shin et al., 2003). Solving problems (ill-structured and well-structured) requires domain knowledge organized around learning experiences. A deeper understanding of the content is required, i.e., information from the text must be elaborated and incorporated into previous knowledge to generate mental representation of the problems and estimated solution (Whitten & Graeser, 2003). Additionally, self-efficacy, defined as the belief of one’s ability to perform a task within a specific domain (Bandura, 1997) serves as a motivational factor connected to problem-solving performance (Artistico, et al. 2003). Self-efficacy is shown to be correlated to background knowledge (Pajares, 2003; Pajares & Miller, 1994) and metacognitive awareness (Schunk & Ertmer, 2000). Thus, in connection to problem solving, the role of self efficacy may vary. Solheim (2011) found that individuals with higher reading self-efficacy perform well in reading comprehension tasks, as reading comprehension activates the mental process for problem representation (Marmolejo-Ramos & Cevasco, 2013). Moreover, creative self-efficacy showed positive influence in divergent thinking (originality and fluency) (Puente-Díaz & Cavazos-Arroyo, 2017). Meanwhile, divergent thinking is associated with the stage of problem discovery (Runko & Okuda, 1988; Wigert et al., 2022) and idea generation (Runko, 2010; Vincent et al., 2010) during problem solving. The process of problem-solving is likely to be influenced by coordinated interactions among metacognition, self-efficacy, divergent thinking, and text comprehension. However, existing research has predominantly treated these variables as isolated predictors of problem-solving performance (He & Wong, 2010; Shin, 2003; Vincent et al., 2010), neglecting a thorough examination of their interplay in the problem-solving process. Therefore, the present study aims to investigate the relations between metacognition, self-efficacy, divergent thinking, and reading comprehension to elucidate problem-solving performance in university students. The primary goal is to discern the influence of metacognition, self-efficacy, and divergent thinking along with exploring the potential mediating role of reading comprehension in ill-defined problem-solving performance.

1Children's Bible

By Henry A. Sherman

This is a Book of Children's Bible Stories. (Summary by Kenneth Coon)

2Sherman's March To The Sea, And The Burning Of Columbia, South Carolina, From His Memoirs

By William Tecumseh Sherman

This librivox recording comprises part of chapter 22 and all of chapter 23 (The March To The Sea – From Atlanta To Savannah – November And December 1864) of American Civil War General William Tecumseh Sherman’s Memoirs. Sherman was one of the premier generals fighting for the North. In 1864, Sherman succeeded Grant as the Union commander in the western theater of the war. He proceeded to lead his troops to the capture of the city of Atlanta, a military success that contributed to the re-election of U.S. President Abraham Lincoln. Sherman's subsequent march through Georgia and the Carolinas further undermined the Confederacy's ability to continue fighting. He accepted the surrender of all the Confederate armies in the Carolinas, Georgia, and Florida in April 1865. Sherman’s scorched earth policy marching his army through Georgia from conquered Atlanta to coastal Savannah was a strong factor in breaking the South’s will to fight. The South’s surrender came just five months later. He steadfastly refused to be drawn into politics and in 1875 published his Memoirs, one of the best-known first-hand accounts of the American Civil War. British military historian B. H. Liddell Hart famously declared that Sherman was "the first modern general" ( Wikipedia and david wales)

3Sherman’s Recollections of California, 1846-1848, 1855-1857, from his Memoirs

By William Tecumseh Sherman

This LibriVox recording comprises three chapters from American Civil War General William Tecumseh Sherman’s Memoirs. The chapters deal with a posting to California in his pre-Civil War military career in the years 1846-1848. While many of his colleagues saw action in the Mexican-American War, Sherman performed administrative duties in the captured territory of California. Along with fellow Lieutenants Henry Halleck and Edward Ord, Sherman embarked from New York on the 198-day journey around Cape Horn aboard the converted sloop USS Lexington. Due to the confined spaces aboard-ship, Sherman grew close to Halleck and Ord, and in his Memoirs references a hike with Halleck to the summit of Corcovado, notable as the future spot of the Cristo Redentor statue. Sherman and Ord reached the town of Yerba Buena, in California, two days before its name was changed to San Francisco. In 1848, Sherman accompanied the military governor of California, Col. Richard Barnes Mason, in the inspection that officially confirmed that gold had been discovered in the region, thus inaugurating the California Gold Rush. Sherman, along with Ord, assisted in surveys for the sub-divisions of the town that would become Sacramento. In 1853 Sherman resigned from the Army. In 1855-1857 he was in California as part of his bank duties. He returned to the Army in May 1861. Sherman was one of the premier generals fighting for the North in the Civil War. [Sherman] steadfastly refused to be drawn into politics and in 1875 published his Memoirs, one of the best-known first-hand accounts of the Civil War. British military historian B. H. Liddell Hart famously declared that Sherman was "the first modern general". Summary by wikipedia and david wales

4Sherman’s Military Lessons Of The American Civil War, From His Memoirs

By William Tecumseh Sherman

This LibriVox recording comprises chapter 25 (Conclusion – Military Lessons Of The War) of Civil War General William Tecumseh Sherman’s Memoirs, published in 1875. Sherman was one of the premier generals fighting for the North. He steadfastly refused to be drawn into politics and in 1875 published his Memoirs, one of the best-known first-hand accounts of the Civil War. British military historian B. H. Liddell Hart famously declared that Sherman was "the first modern general" - Summary by Wikipedia and david wales