The Role of Metacognition in Mindfulness Interventions with Japanese EFL University Students
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| Title: | The Role of Metacognition in Mindfulness Interventions with Japanese EFL University Students |
|---|---|
| Language: | English |
| Authors: | Stringer, Thomas (ORCID |
| Source: | Learning: Research and Practice. 2021 7(2):179-195. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2021 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Metacognition, Intervention, Teaching Methods, Second Language Learning, Second Language Instruction, English (Second Language), Undergraduate Students, Educational Practices, Foreign Countries, Outcomes of Education, Role, Mental Health, Measures (Individuals), Language Tests |
| Geographic Terms: | Japan |
| DOI: | 10.1080/23735082.2020.1818806 |
| ISSN: | 2373-5082 |
| Abstract: | The role of metacognition in learning and academic achievement has been recognised. Outside of education, mindfulness has been shown to enhance metacognition and subsequent outcomes (e.g., in mental health). While mindfulness has been investigated in relation to enhancing outcomes in education, less consideration has been given to the role of metacognition as a mediating factor. The current study used a between-groups design to investigate (1) whether a mindfulness intervention significantly improves learning outcomes, mindfulness and metacognition in those learning English as a foreign language and (2) whether the relationship between mindfulness and learning outcomes is mediated by metacognition. Results of the current study were not significant. However, this study represents an important step in terms of investigating mechanisms of change in educational practices. Methodological considerations and avenues for further research are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1313014 |
| Database: | ERIC |
| Abstract: | The role of metacognition in learning and academic achievement has been recognised. Outside of education, mindfulness has been shown to enhance metacognition and subsequent outcomes (e.g., in mental health). While mindfulness has been investigated in relation to enhancing outcomes in education, less consideration has been given to the role of metacognition as a mediating factor. The current study used a between-groups design to investigate (1) whether a mindfulness intervention significantly improves learning outcomes, mindfulness and metacognition in those learning English as a foreign language and (2) whether the relationship between mindfulness and learning outcomes is mediated by metacognition. Results of the current study were not significant. However, this study represents an important step in terms of investigating mechanisms of change in educational practices. Methodological considerations and avenues for further research are discussed. |
|---|---|
| ISSN: | 2373-5082 |
| DOI: | 10.1080/23735082.2020.1818806 |
