{"id":515,"date":"2012-11-20T09:30:39","date_gmt":"2012-11-20T14:30:39","guid":{"rendered":"http:\/\/commons.trincoll.edu\/cli-research\/?page_id=515"},"modified":"2012-12-19T04:40:55","modified_gmt":"2012-12-19T09:40:55","slug":"howe-naratil","status":"publish","type":"page","link":"http:\/\/commons.trincoll.edu\/cli-research\/fellows-partnerships\/fellows-2012-13\/howe-naratil\/","title":{"rendered":"Emily Howe & Tim Naratil, CLI Fellows 2012-13"},"content":{"rendered":"

Emily Howe \u201913 (left) and Tim Naratil \u201913 (right) are\u00a0psychology\u00a0majors who are studying the role of metacognition\u00a0in learning, in partnership with a local magnet school,\u00a0Hartford Magnet Trinity College Academy<\/a>.<\/p>\n

\"\"

Emily Howe and Tim Naratil giving their preliminary presentation.<\/p><\/div>\n

\n

Metacognition in Middle School: An Intervention and New Measure<\/strong><\/p>\n

Metacognition, which describes knowing how to use certain strategies for learning, has been the focus of numerous research studies in an attempt to discover methods for improving student performance. While metacognitive strategy use has been shown to lead to academic success, there is little consensus regarding the best way to measure metacognition. This study aims to find a solution to the problems of low school performance and inaccurate metacognition measures by leading an intervention at Hartford Magnet Trinity College Academy and developing a new, valid measure of metacognition for adolescents.<\/p>\n

We are working with four sections of Ms. Avery\u2019s social studies students; two are assigned to the treatment group and two are assigned to the control. The study will evaluate the effects of a ten session metacognitive and cognitive strategy intervention on the academic performance of eighth grade social studies students. Specifically, the intervention introduces new metacognitive and cognitive strategies, along with activities to practice these skills, each lesson. Every session of the control focuses on a president and discusses interesting facts about his life. Measures of metacognition, motivation, and performance were used to measure the differences in each student\u2019s abilities before and after the lessons. These measures included our newly developed adolescent metacognition measure, the MC5, which is based on the self-regulated cycle of learning. The measure has five to seven questions for each step of the cycle, and was influenced by the activities and curriculum of Ms. Avery\u2019s class. By focusing on the actual tasks of the targeted age group, this measure is specific for adolescents, thereby making it an improvement over current measures. We will administer these measures again at the conclusion of our intervention. That data, combined with the students\u2019 changes in grades, is our ultimate measurement of success. Specifically, the goal of the study is to determine if a metacognitive intervention will lead to more metacognitive strategy use, higher academic performance, and higher academic performance for particular tasks. Additionally, we hope to have developed a valid measure for defining adolescents\u2019 use of metacognition.<\/p>\n

We have just finished the first half of our class sessions and are currently in the process of analyzing data from the initial surveys. This keeps us on track to finish our senior thesis by the end of the academic year.<\/p>\n

 <\/p>\n

Read more about their project:<\/p>\n

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Emily Howe \u201913 (left) and Tim Naratil \u201913 (right) are\u00a0psychology\u00a0majors who are studying the role of metacognition\u00a0in learning, in partnership with a local magnet school,\u00a0Hartford Magnet Trinity College Academy. Metacognition in Middle School: An Intervention and New Measure Metacognition, which describes knowing how to use certain strategies for learning, has been the focus of numerous […]<\/p>\n","protected":false},"author":6,"featured_media":0,"parent":17,"menu_order":7,"comment_status":"open","ping_status":"open","template":"","meta":[],"_links":{"self":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/515"}],"collection":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/users\/6"}],"replies":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/comments?post=515"}],"version-history":[{"count":7,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/515\/revisions"}],"predecessor-version":[{"id":579,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/515\/revisions\/579"}],"up":[{"embeddable":true,"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/pages\/17"}],"wp:attachment":[{"href":"http:\/\/commons.trincoll.edu\/cli-research\/wp-json\/wp\/v2\/media?parent=515"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}