The role of reasoning ability in university students’ cognitive and metacognitive skill development

Sonia Ilie, Jan D. Vermunt, Ashton Brown

    Research output: Chapter in Book/Report/Conference proceedingChapterAcademicpeer-review

    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 languageEnglish
    Title of host publicationResearch on teaching and learning in higher education
    EditorsEdith Braun, Rachelle Esterhazy, Robert Kordts-Freudinger
    Place of PublicationMunster
    PublisherWaxmann
    Pages99-116
    Number of pages18
    ISBN (Electronic)978-3-8309-9026-0
    ISBN (Print)978-3-8309-4026-5
    Publication statusPublished - 8 Jan 2021

    Keywords

    • reasoning ability
    • cognitive skills
    • metacognitive skills
    • university students
    • higher education
    • learning gain
    • longitudinal study
    • test
    • self-report

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