Effectiveness of Metacognitive Learning Strategies in Working Memory among University Students

Farazandeh, Fatemeh; Younesi, Seyed Jalal; Tarverdizadeh, Hajar

doi:10.22034/iepa.2023.419437.1449

Document Type : Original Article

Authors

¹ Ph.D. Student, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran

² Associate Professor, Department of Counseling, University of Social Welfare and Rehabilitation Sciences, Tehran, Iran

³ Assistant Professor, Department of Psychology, Central Tehran Branch, Islamic Azad University, Tehran, Iran

https://doi.org/10.22034/iepa.2023.419437.1449

Abstract

The present study aimed to investigate the effectiveness of metacognitive learning strategies in working memory among university students. This quasi-experimental research adopted a pretest-posttest control group design with follow-up. The statistical population included 268 students at Applied Sciences and Technology University in Tehran in 2022. The convenience sampling method was employed to select 30 students randomly assigned to two groups with 15 participants, i.e., the metacognitive training (experimental) and the control groups. The experimental group received 10 sessions of metacognitive strategy training based on the protocol of Wells (2011). Daneman and Carpenter's (1980) working memory test was conducted to collect data which were then analyzed using the repeated measures analysis of variance in SPSS. According to the findings, the pretest mean scores of the experimental group for storage and processing differed significantly from those of the posttest and follow-up stages (p<0.01). Furthermore, in terms of information storage and processing, there was a statistically significant difference between the mean scores of the experimental group and those of the control group (p<0.05). Thus, it can be stated that metacognitive learning strategies had a positive effect on improving the working memory of university students. University instructors can enhance students’ learning by creating conducive conditions for acquiring metacognitive strategies and fostering an engaging and appropriate educational environment.

Keywords

Main Subjects

Learning

References

Abbasi, M., & Tabatabaee, S. M. (2022). The mediating role of working memory and attentional control in the relationship between problem solving and empathy in university students. Iranian Journal of Learning and Memory, 5(18), 41-54. https://doi.org/10.22034/iepa.2022.167722

Abdelrahman, R. M. (2020). Metacognitive awareness and academic motivation and their impact on academic achievement of Ajman University students. Heliyon, 6(9), e04192. https://doi.org/10.1016/j.heliyon.2020.e04192

Akamatsu, D., Nakaya, M., & Koizumi, R. (2019). Effects of metacognitive strategies on the self-regulated learning process: The mediating effects of self-efficacy. Behav Sci (Basel), 9(12). https://doi.org/10.3390/bs9120128

Al-Azzemy, A. F. T., & Al-Jamal, D. A. H. (2019). Evaluating cognitive, metacognitive and social listening comprehension teaching strategies in Kuwaiti classrooms. Heliyon, 5(2), e01264. https://doi.org/10.1016/j.heliyon.2019.e01264

Bergman Nutley, S., & Söderqvist, S. (2017). How is working memory training likely to influence academic performance? Current evidence and methodological considerations [Focused Review]. Frontiers in Psychology, 8. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.00069

Chai, W. J., Abd Hamid, A. I., & Abdullah, J. M. (2018). Working memory from the psychological and neurosciences perspectives: A review . Frontiers in Psychology, 9. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.00401

Chai, W. J., Abd Hamid, A. I., & Abdullah, J. M. (2018). Working memory from the psychological and neurosciences perspectives: A review. Frontiers in psychology, 9, 401. https://doi.org/10.3389/fpsyg.2018.00401

Cherukunnath, D., & Singh, A. P. (2022). Exploring cognitive processes of knowledge acquisition to upgrade academic practices . Frontiers in Psychology, 13. https://www.frontiersin.org/articles/10.3389/fpsyg.2022.682628

Closs, L., Mahat, M., & Imms, W. (2022). Learning environments’ influence on students’ learning experience in an Australian Faculty of Business and Economics. Learning Environments Research, 25(1), 271-285. https://doi.org/10.1007/s10984-021-09361-2

Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19(4), 450-466. https://doi.org/https://doi.org/10.1016/S0022-5371(80)90312-6

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. https://doi.org/10.1080/10888691.2018.1537791

de Boer, H., Donker, A. S., Kostons, D. D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115. https://doi.org/https://doi.org/10.1016/j.edurev.2018.03.002

Dirette, D. P., & Anderson, M. A. (2016). The Relationship between learning style preferences and memory strategy use in adults. Occup Ther Health Care, 30(3), 245-254. https://doi.org/10.3109/07380577.2015.1138015

Fogel, Y. (2022). Cognitive strategies: Moderating the relationship between executive functions and daily functioning. Int J Environ Res Public Health, 19(24). https://doi.org/10.3390/ijerph192416845

Forsberg, A., Adams, E. J., & Cowan, N. (2021). Chapter One - The role of working memory in long-term learning: Implications for childhood development. In K. D. Federmeier (Ed.), Psychology of learning and motivation (Vol. 74, pp. 1-45). Academic Press. https://doi.org/https://doi.org/10.1016/bs.plm.2021.02.001

Forsberg, A., Guitard, D., & Cowan, N. (2021). Working memory limits severely constrain long-term retention. Psychon Bull Rev, 28(2), 537-547. https://doi.org/10.3758/s13423-020-01847-z

Friso-van den Bos, I., & van de Weijer-Bergsma, E. (2020). Classroom versus individual working memory assessment: predicting academic achievement and the role of attention and response inhibition. Memory, 28(1), 70-82. https://doi.org/10.1080/09658211.2019.1682170

Hayat, A. A., Shateri, K., Amini, M., & Shokrpour, N. (2020). Relationships between academic self-efficacy, learning-related emotions, and metacognitive learning strategies with academic performance in medical students: a structural equation model. BMC Medical Education, 20(1), 76. https://doi.org/10.1186/s12909-020-01995-9

Jones, J. S., Milton, F., Mostazir, M., & Adlam, A. R. (2020). The academic outcomes of working memory and metacognitive strategy training in children: A double-blind randomized controlled trial. Dev Sci, 23(4), e12870. https://doi.org/10.1111/desc.12870

Karami, j., Momeni, K., & Abbasi, Z. (2016). The effectiveness of metacognitive strategies and working memory training on reading performance (accuracy, speed and comprehension) of students with dyslexia. Psychological Achievements, 23(2), 51-68. https://doi.org/10.22055/psy.2017.12621

Mahbod, M., & Yousefi, F. (2017). Investigation of relationship between metacognition and self-handicapping with mediation of general self-efficacy. Biquarterly Journal of Cognitive Strategies in Learning, 5(8), 39-59. https://doi.org/10.22084/j.psychogy.2017.9557.1285

Malinovitch, T., Jakoby, H., & Ahissar, M. (2021). Training-induced improvement in working memory tasks results from switching to efficient strategies. Psychonomic Bulletin & Review, 28(2), 526-536. https://doi.org/10.3758/s13423-020-01824-6

Miller, A. L., & Unsworth, N. (2018). Individual differences in working memory capacity and search efficiency. Mem Cognit, 46(7), 1149-1163. https://doi.org/10.3758/s13421-018-0827-3

Oberauer, K. (2019). Working memory and attention: A Conceptual analysis and review. J Cogn, 2(1), 36. https://doi.org/10.5334/joc.58

Rahaei, A., Taghvaei, A., & Rezaei, R. (2022). The effect of educational package based on executive functions on students' working memory. Iranian Journal of Learning and Memory, 5(18), 33-39. https://doi.org/10.22034/iepa.2022.167715

Rea, S. D., Wang, L., Muenks, K., & Yan, V. X. (2022). Students can (mostly) recognize effective learning: So why do they not do it? Journal of Intelligence, 10(4).

Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Front Psychol, 13, 913219. https://doi.org/10.3389/fpsyg.2022.913219

Shahrakipour, H. (2021). Predicting the role of learning approaches, studying strategies, Metacognitive strategies, and reflective thinking with students’ academic achievements. Iranian Journal of Learning and Memory, 4(14), 34-41. https://doi.org/10.22034/iepa.2021.141847

Spencer J. P. (2020). The development of working memory. Current directions in psychological science, 29(6), 545–553. https://doi.org/10.1177/0963721420959835

Spencer, J. P. (2020). The development of working memory. Curr Dir Psychol Sci, 29(6), 545-553. https://doi.org/10.1177/0963721420959835

Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE Life Sci Educ, 20(2), fe3. https://doi.org/10.1187/cbe.20-12-0289

Tyng, C. M., Amin, H. U., Saad, M. N. M., & Malik, A. S. (2017). The Influences of emotion on learning and memory . Frontiers in Psychology, 8. https://www.frontiersin.org/articles/10.3389/fpsyg.2017.01454

Villarreal Arroyo, Y. P., Peñabaena-Niebles, R., & Berdugo Correa, C. (2023). Influence of environmental conditions on students' learning processes: A systematic review. Building and Environment, 231, 110051. https://doi.org/https://doi.org/10.1016/j.buildenv.2023.110051

Wells, A. (2011). Metacognitive therapy:In acceptance and mindfulness in cognitive behavior therapy (pp. 83-108). https://doi.org/10.1002/9781118001851.ch4

Zeitlhofer, I., Hörmann, S., Mann, B., Hallinger, K., & Zumbach, J. (2023). Effects of cognitive and metacognitive prompts on learning performance in digital learning environments. Knowledge, 3(2), 277-292.

Effectiveness of Metacognitive Learning Strategies in Working Memory among University Students

References

References

Volume 6, Issue 23October 2023Pages 52-59

Volume 6, Issue 23
October 2023
Pages 52-59