Abstract
This chapter addresses the relationship between university students’ cognitive and metacognitive aspects of learning, focusing on the role of reasoning ability in the development of cognitive and metacognitive skills. The chapter reports on a three-wave longitudinal study of over 2,000 university students in England in which self-report measures of cognitive and meta-cognitive skill were vomplemented by a test of reasoning ability. Th is test and its administration is described in detail before hypotheses about the relationship between reasoning ability and the cognitive and metacognitive aspects of learning are respectively explored. Results suggest a complex set of relationships, with weaker than expected associations. Potential explanations for these findings are discussed.
| Original language | English |
|---|---|
| Title of host publication | Research on teaching and learning in higher education |
| Editors | Edith Braun, Rachelle Esterhazy, Robert Kordts-Freudinger |
| Place of Publication | Munster |
| Publisher | Waxmann |
| Pages | 99-116 |
| Number of pages | 18 |
| ISBN (Electronic) | 978-3-8309-9026-0 |
| ISBN (Print) | 978-3-8309-4026-5 |
| Publication status | Published - 8 Jan 2021 |
Keywords
- reasoning ability
- cognitive skills
- metacognitive skills
- university students
- higher education
- learning gain
- longitudinal study
- test
- self-report