View in EDS PDF Full Text

Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort during Problem Solving

Saved in:
Bibliographic Details
Title: Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort during Problem Solving
Language: English
Authors: Stephanie M. Halmo, Kira A. Yamini, Julie Dangremond Stanton
Source: CBE - Life Sciences Education. 2024 23(2).
Availability: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: 1942318
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Self Efficacy, College Freshmen, Coaching (Performance), Problem Solving, Psychological Patterns, Self Control, Skills, Individual Activities, Biology, Environmental Education, Undergraduate Study, Introductory Courses
Geographic Terms: Georgia
DOI: 10.1187/cbe.23-08-0158
ISSN: 1931-7913
Abstract: Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: (1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and (2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1431526
Database: ERIC
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwHAXdyJIlwNdPjeWdWCgwMdAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDE-4VG-7l1Ih5KcWqQIBEICBmtnGEFCsv2w84te4hFJ0PB7lNYvuCsX1q5BgzenJKoQ1HARZx-AOfWo5sAKrBdfjpTnsNYks5z-KK0A4EsBadxERrG9TKrQaPR9nyk-KBLa-XzRLet2Ft6CFIz5vR_wsaa_4WbivxqY5V3OqigWKZJQLiZypD1F5Iew9RZCuQuAgxgW4DueAcWXvU_Jnn-6EWRI-1dyVDDh0VrA=
Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1431526
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort during Problem Solving
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Stephanie+M%2E+Halmo%22">Stephanie M. Halmo</searchLink><br /><searchLink fieldCode="AR" term="%22Kira+A%2E+Yamini%22">Kira A. Yamini</searchLink><br /><searchLink fieldCode="AR" term="%22Julie+Dangremond+Stanton%22">Julie Dangremond Stanton</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22CBE+-+Life+Sciences+Education%22"><i>CBE - Life Sciences Education</i></searchLink>. 2024 23(2).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: https://www.lifescied.org/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1942318
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Solving%22">Problem Solving</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Control%22">Self Control</searchLink><br /><searchLink fieldCode="DE" term="%22Skills%22">Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Activities%22">Individual Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Environmental+Education%22">Environmental Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Georgia%22">Georgia</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1187/cbe.23-08-0158
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1931-7913
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Stronger metacognitive regulation skills and higher self-efficacy are linked to increased academic achievement. Metacognition and self-efficacy have primarily been studied using retrospective methods, but these methods limit access to students' in-the-moment metacognition and self-efficacy. We investigated first-year life science students' metacognition and self-efficacy while they solved challenging problems, and asked: (1) What metacognitive regulation skills are evident when first-year life science students solve problems on their own? and (2) What aspects of learning self-efficacy do first-year life science students reveal when they solve problems on their own? Think-aloud interviews were conducted with 52 first-year life science students across three institutions and analyzed using content analysis. Our results reveal that while first-year life science students plan, monitor, and evaluate when solving challenging problems, they monitor in a myriad of ways. One aspect of self-efficacy, which we call self-coaching, helped students move past the discomfort of monitoring a lack of understanding so they could take action. These verbalizations suggest ways we can encourage students to couple their metacognitive skills and self-efficacy to persist when faced with challenging problems. Based on our findings, we offer recommendations for helping first-year life science students develop and strengthen their metacognition to achieve improved problem-solving performance.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1431526
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1431526
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1187/cbe.23-08-0158
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Problem Solving
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Self Control
        Type: general
      – SubjectFull: Skills
        Type: general
      – SubjectFull: Individual Activities
        Type: general
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Environmental Education
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Introductory Courses
        Type: general
      – SubjectFull: Georgia
        Type: general
    Titles:
      – TitleFull: Metacognition and Self-Efficacy in Action: How First-Year Students Monitor and Use Self-Coaching to Move Past Metacognitive Discomfort during Problem Solving
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Stephanie M. Halmo
      – PersonEntity:
          Name:
            NameFull: Kira A. Yamini
      – PersonEntity:
          Name:
            NameFull: Julie Dangremond Stanton
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-electronic
              Value: 1931-7913
          Numbering:
            – Type: volume
              Value: 23
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: CBE - Life Sciences Education
              Type: main
ResultId 1