Impacts of Direct Metacognitive Instructions on Self-Actualization

Autor/inn/en	Dezhbankhan, Fariba; Baranovich, Diana Lea; Abedalaziz, Nabeel
Titel	Impacts of Direct Metacognitive Instructions on Self-Actualization
Quelle	In: International Education Studies, 13 (2020) 11, S.1-9 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Intervention; Program Effectiveness; Metacognition; Self Actualization; Lifelong Learning; Role of Education; Holistic Approach; Student Development; Graduate Students; Foreign Countries; Iran (Tehran) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Self actualisation; Selbstverwirklichung; Life-long learning; Lebenslanges Lernen; Bildungsauftrag; Holistischer Ansatz; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland
Abstract	Education has a crucial role in improving opportunities for lifelong learning and helping students to move towards their self-actualizing goals. Applying metacognitive interventions facilitate conceptualization and operationalization of such holistic approach of education. This study investigated the impacts of twelve hours metacognitive intervention, 'Direct Metacognitive Instructions' (DMI) on self-actualization process among 31 students using quasi-experimental (pre-test-post-test) design. The large effect size ("Partial n[superscript 2] = 0.818, 95%" confidence intervals) implied that DMI has a statistically significant impact in fostering student's self-actualization. This study has implications for designing and implementing multidimensional metacognitive interventions targeting self-actualization and evaluating cognitive, behavioral and affective effects of such interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01