Impact of Retrospective Confidence Prompts on Students’ Metacognitive Awareness and Skills

Abstract

The capacity to comprehend and control one's mental processes, such as observation, assessment, and problem-solving, is known as metacognitive awareness. This research focused on a group of undergraduate students taking a foundational programming course during the semester. The aim was to explore how retrospective confident judgment questions influence students' metacognitive awareness—a crucial skill in self-regulated learning. To assess their metacognitive awareness, we employed the Metacognitive Awareness Inventory (MAI), a tool designed to illuminate the nuances of their cognitive processes and self-reflection (Schraw & Sperling, 1994). This is a validated self-report tool that measures two fundamental dimensions—knowledge of cognition and regulation of cognition, as well as their subcategories—and was used to assess metacognitive awareness. This research involved administering the MAI at two distinct points in time: the initial assessments took place in January and February, which we designated as the "beginning" phase, while the follow-up evaluations occurred in April and May, referred to as the "end" phase.

Keywords: Augmented Cognition, Metacognitive Awareness, Metacognitive Skills

DOI: 10.54941/ahfe1006953