The Impact of Metacognitive Mediation on 12-Year-Old Students’ Self-Efficacy Beliefs for Performing Complex Tasks

Stéphane Colognesi; Vanessa Hanin; Alena Still; Catherine Van Nieuwenhoven

Vol. 12 No. 2 (2019) IEJEE

The Impact of Metacognitive Mediation on 12-Year-Old Students’ Self-Efficacy Beliefs for Performing Complex Tasks

Stéphane Colognesi
Vanessa Hanin
Alena Still
Catherine Van Nieuwenhoven

Published December 29, 2019 | Pages: 127-136 | Views: 461

Download PDF

SHARE

Abstract

The goal of this study is to identify the links between metacognitive mediation and students’ self-efficacy belief for the performance of complex tasks. We worked for three weeks with six human sciences classes of secondary 1 students who all performed the same tasks. In two classes, metacognition was initiated by the teacher, in two others, activation of metacognition occurred between peers and in the remaining two, there was no metacognitive mediation. Our goal is to compare the three conditions in terms of changes in students’ self-efficacy belief through a pretest-posttest comparison among the 85 students who took part in the study. In addition, we interviewed four students in each condition where metacognition was used. The quantitative results showed that self-efficacy improved in classes where metacognition was introduced, which was not the case in the classes where students did not receive any metacognitive prompting. In addition, the comparison of classes "with metacognition" showed that regardless of the agent (the teacher or peers), prompting of metacognition led to improvement in aspects related to active mastery experiences and psychological states of self-efficacy. The difference between these two conditions lay in the strategies available to students to succeed in the tasks.

<p>The goal of this study is to identify the links between metacognitive mediation and students’ self-efficacy belief for the performance of complex tasks. We worked for three weeks with six human sciences classes of secondary 1 students who all performed the same tasks. In two classes, metacognition was initiated by the teacher, in two others, activation of metacognition occurred between peers and in the remaining two, there was no metacognitive mediation. Our goal is to compare the three conditions in terms of changes in students’ self-efficacy belief through a pretest-posttest comparison among the 85 students who took part in the study. In addition, we interviewed four students in each condition where metacognition was used. The quantitative results showed that self-efficacy improved in classes where metacognition was introduced, which was not the case in the classes where students did not receive any metacognitive prompting. In addition, the comparison of classes "with metacognition" showed that regardless of the agent (the teacher or peers), prompting of metacognition led to improvement in aspects related to active mastery experiences and psychological states of self-efficacy. The difference between these two conditions lay in the strategies available to students to succeed in the tasks.</p>

Listen -

Keywords

Metacognition, metacognitive mediation, self-efficacy beliefs, task

Affiliations

Stéphane Colognesi

Université catholique de Louvain, Louvain-la-Neuve, Belgium

Vanessa Hanin

Université catholique de Louvain, Louvain-la-Neuve, Belgium

Alena Still

Université catholique de Louvain, Louvain-la-Neuve, Belgium

Catherine Van Nieuwenhoven

Université catholique de Louvain, Louvain-la-Neuve, Belgium

Downloads

Download data is not yet available.

How to Cite

Colognesi, S., Hanin, V., Still, A., & Van Nieuwenhoven, C. (2019). The Impact of Metacognitive Mediation on 12-Year-Old Students’ Self-Efficacy Beliefs for Performing Complex Tasks. International Electronic Journal of Elementary Education, 12(2), 127–136. Retrieved from https://www.iejee.com/index.php/IEJEE/article/view/982

Author Biography

Vanessa Hanin

Vanessa Hanin is currently professor at the Faculty of Psychology and Educational Sciences of the University of Louvain. She conducts research on teacher training and professional practice support.