Interview

Criteria Ratings Points

Content: Introduction 16 to >14 pts

Advanced

Accurately and concisely describes the individual interviewed; selection criteria and setting; and positionality to subject/participant.

14 to >12 pts

Proficient

Describes the individual interviewed; selection criteria and setting; and positionality to subject/participant.

12 to >0 pts

Developing

Description is inaccurate, vague, or wordy.

0 pts

Not Present

16 pts

Content: Methods 18 to >16 pts

Advanced

Accurately and concisely develops interview questions.

16 to >14 pts

Proficient

Develops interview questions.

14 to >0 pts

Developing

Interview protocol and/or transcript is inaccurate, vague, or wordy.

0 pts

Not Present

18 pts

Content: Results 18 to >16 pts

Advanced

Accurately and concisely summarizes themes/patterns that emerged during the interview.

16 to >14 pts

Proficient

Summarizes themes/patterns that emerged during the interview.

14 to >0 pts

Developing

Summary is inaccurate, vague, or wordy.

0 pts

Not Present

18 pts

Content: Conclusion 18 to >16 pts

Advanced

Accurately and concisely discusses results in relation to foundational and theoretical principles of metacognition and self-regulated learning. At least three research sources are scholarly and within the last five years.

16 to >14 pts

Proficient

Discusses results in relation to foundational and theoretical principles of metacognition and self-regulated learning. At least two research sources are scholarly but are not within the last five years.

14 to >0 pts

Developing

Discussion is inaccurate, vague, or wordy. Research sources are not scholarly.

0 pts

Not Present

18 pts

Metacognition and Self-Regulated Learning Interview Grading Rubric | EDUC776_B02_202440

Criteria Ratings Points

Structure: Length 10 to >9 pts

Advanced

Develops Introduction, Methods, Results, and Conclusion sections fully and completely using the guidelines of one to two paragraphs per section.

9 to >7 pts

Proficient

Develops Introduction, Methods, Results, and Conclusion sections using less than one to two paragraphs per section. Writing is vague and/or underdeveloped

7 to >0 pts

Developing

Develops Introduction, Methods, Results, and Conclusion sections using more than one to two paragraphs per section. Writing is too wordy and not concise.

0 pts

Not Present

10 pts

Structure: APA Formatting

10 to >9 pts

Advanced

Uses APA formatting guidelines accurately and consistently.

9 to >7 pts

Proficient

1-2 issues present with APA formatting guidelines.

7 to >0 pts

Developing

More than two issues with APA formatting guidelines are present.

0 pts

Not Present

10 pts

Structure: Grammar/Mechanics

10 to >9 pts

Advanced

No issues with grammar or mechanics are present.

9 to >7 pts

Proficient

1-2 issues present with grammar or mechanics

7 to >0 pts

Developing

More than two issues with grammar or mechanics are present.

0 pts

Not Present

10 pts

Total Points: 100

Metacognition and Self-Regulated Learning Interview Grading Rubric | EDUC776_B02_202440

EDUC 776

Page 1 of 2

METACOGNITION AND SELF-REGULATED LEARNING INTERVIEW ASSIGNMENT INSTRUCTIONS

OVERVIEW It is known that learners' effectiveness at transferring knowledge with abundant or limited flexible thinking using various metacognitive strategies reflects their general intelligence. This assignment provides an opportunity to examine how effective learners regularly plan for their learning, monitor it, reflect on it, strive to improve it, and fuel their motivation for learning across a myriad of settings. Through data collection and analysis, this assignment allows you to apply your qualitative research skills and developing knowledge of metacognition and self- regulated learning principles.

INSTRUCTIONS To complete this assignment, you need to interview an individual to determine what they do not understand about their own metacognitive processes. Depending on the participant's age, you will need to develop interview questions that probe the individual's understanding of their own thinking and how they self-regulate their learning based on the principles and concepts introduced in this module's Learn material. Before the interview, compose 5-10 questions that are most appropriate and relevant for your interview participant. You may select questions from the Interview Question Examples list provided below or form questions of your own.

After conducting the interview, complete a written report of the interview containing each of the sections noted below. Each section should have 1-2 paragraphs (4-8 paragraphs total) of at least 5-7 sentences and 250-350 words for each paragraph.

• Introduction – Describe the individual you interviewed, why you selected them, and the interview setting. Describe your positionality or role/identity in relation to the participant and how this potentially impacted your results.

• Methods – Provide your interview protocol, including the questions you developed.

• Results – Summarize the themes or patterns that emerged during your interview.

• Conclusion – Synthesize your results with the foundational and theoretical principles of metacognition and self-regulated learning. Discuss what you have learned during this activity. A minimum of three sources are required to support your conclusion and discussion. Acceptable sources include the textbook and scholarly articles published within the last five years.

Include a title page, abstract, and references section. Use current APA formatting throughout your paper.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

EDUC 776

Page 2 of 2

Interview Question Examples

• What is thinking?

• What is learning?

• What do you do when you need to remember something?

• What things do you do in your head when you're trying to study for a test?

• How do you prepare to study?

• When you're studying, how do you stay focused? How do you remember what you studied?

• What would you do if you wanted to remember to bring something to school the next day?

• How do you continue to study and prepare for future learning/studying?

When you read a reading assignment in a textbook:

• Is there anything special you do to get ready to read the assignment? • How do you identify the most important ideas in the text? • Does your attention sometimes drift away from what you are reading? If so, how do you

know when this is happening? Do you have any particular strategies for keeping your attention on the text?

• How do you know when you understand what you are reading? • What do you do when you don't understand what you are reading?

When you listen to a lecture in class:

• How do you identify the most important ideas in the lecture? • Do you take notes? If so, what kind of notes do you take? • Do your notes help? If so, in what way? • Does your attention sometimes drift away from the lecture? If so, how do you know

when this is happening? Do you have strategies for keeping your attention on the lecture?

• How do you know when you understand what you are hearing? • What do you do when you don't understand what you are hearing?

When you study for a test:

• What criteria do you use to decide how long you will study? • What criteria do you use to decide when you will study? • How do you know when you understand what you are studying? • What do you do when you don't understand what you are studying?

Metacognition and Self-Regulated Study

Robyn Cerra

School of Education, Liberty University

Robyn Cerra

I have no known conflict of interest to disclose.

Correspondence concerning this article should be addressed to Robyn Cerra.

Email: [email protected]

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Metacognition and Self-Regulated Study 1

Abstract

This study explores the metacognitive and self-regulated learning practices of a high

school freshman at a private Christian school through an interview survey. The student's

responses provide insights into their study habits, strategies for academic success, and

reflections on their learning processes. By synthesizing the survey results with the

theoretical principles outlined in Ormrod and Jones (2023), the study highlights the

student's application of metacognitive awareness, monitoring, and regulation, as well as

self-regulated learning strategies. The findings underscore the importance of

metacognition and self-regulated learning in shaping effective learning behaviors and

academic performance among high school students. The student's experiences offer

practical implications for educators and learners seeking to enhance study skills, goal

setting, and motivation within educational settings.

Introduction

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Metacognition and Self-Regulated Study 2

This study investigates the metacognitive and self-regulated learning practices of

a high school freshman enrolled in a Christian private school through an interview

survey. The participant was selected due to her affiliation with the school where I will be

teaching in the upcoming academic year. The interview aims to offer insights into how

students of similar backgrounds perceive metacognition and their self-efficacy in relation

to learning and studying. The participant was provided with a set of questions via a

Google document to allow for thoughtful responses at a convenient time and in a

comfortable setting. This approach was intended to facilitate honest and reflective

answers, free from external pressures or time constraints. The findings from this study

contribute to understanding the perspectives of high school students on metacognitive

strategies and self-regulated learning, offering implications for educators and learners

seeking to enhance academic performance and study skills within educational contexts.

Methods

In this study, the participant was contacted through text messaging due to a pre-

existing familial relationship. The purpose of the communication was to request the

participant's voluntary participation in a survey comprising 10 questions related to

metacognition and self-regulated learning. Prior to administering the survey, a brief

explanation of the concepts of metacognition and self-regulation was provided to ensure

the participant's comprehension of the survey's content. Subsequently, the survey

questions were disseminated to the participant via a Google document, allowing her the

flexibility to consider and formulate her responses thoughtfully. Clear instructions were

given to the participant to submit her responses via email on the same document upon

completion, with a designated time frame of three days provided for response

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Metacognition and Self-Regulated Study 3

submission. The utilization of a written document for data collection was chosen over a

verbal interview format to mitigate any potential pressure on the participant to provide

specific responses. The participant returned the completed document on the same day

it was distributed, indicating a prompt and efficient response process.

The questions in the survey are as follows:

1. How do you approach studying for your exams or assessments?

2. Can you describe a time when you realized a study strategy was not working for you? How

did you adapt?

3. What methods do you use to keep track of your progress in different subjects?

4. How do you decide when to seek help from teachers or peers regarding your studies?

5. What are your thoughts on your strengths and weaknesses as a learner?

6. How do you set academic goals for yourself, and how do you work towards achieving them?

7. Can you reflect on a challenging academic situation you faced and how you managed it?

8. Do you believe that understanding your own learning process is important for academic

success? Why or why not?

9. How do you motivate yourself to stay focused and engaged during study sessions?

10. In what ways do you think your study habits contribute to your overall academic

performance?

Results

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Metacognition and Self-Regulated Study 4

To synthesize the results of the survey with the foundational and theoretical principles of

metacognition and self-regulated learning, we can draw insights from the responses provided by

the high school freshman at a private Christian school and relate them to the theoretical

underpinnings of metacognition and self-regulated learning as outlined in the educational

psychology text by Ormrod and Jones (2023).

The student's approach to studying for exams or assessments, which includes reviewing

notes, creating flashcards, and engaging in group study sessions, aligns with the metacognitive

strategies of organization and elaboration. According to Ormrod and Jones (2023), effective

learners often engage in organizing information and elaborating on it to enhance understanding

and retention. The student's reflection on adapting study strategies after a failed attempt at

cramming before a test demonstrates metacognitive awareness and the ability to regulate their

learning approach. This aligns with the concept of metacognitive regulation, where individuals

monitor their learning processes and make adjustments to improve outcomes (Balashov et al.,

2022). The student's use of a planner, checklists, and online portals to track progress in different

subjects reflects metacognitive monitoring, which involves keeping track of one's learning

processes and outcomes (Balashov et al., 2021).

The student's recognition of strengths in organizing notes and weaknesses in staying

focused resonates with the idea of metacognitive awareness, where individuals understand their

cognitive strengths and weaknesses (Balashov et al., 2021). The student's practice of setting

academic goals, monitoring progress, and adjusting study habits aligns with the principles of

self-regulated learning, emphasizing goal setting, self-monitoring, and self-reflection (Ormrod &

Jones, 2023). The student's motivation strategies, such as setting rewards and reminding

themselves of goals, correspond to the motivational aspects of self-regulated learning, where

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Metacognition and Self-Regulated Study 5

individuals use incentives and goal-oriented behaviors to maintain focus and engagement (Wei et

al., 2023).

Overall, the student's study habits and approaches reflect a blend of metacognitive

awareness, monitoring, and regulation, as well as self-regulated learning strategies, highlighting

the interconnectedness of these concepts in shaping effective learning behaviors and academic

performance.

Biblical Worldview

Connecting a biblical worldview to the previous results can be achieved by

drawing parallels between the student's metacognitive and self-regulated learning

practices and biblical principles. The biblical worldview emphasizes the importance of

wisdom, discernment, and diligence in one's pursuits, which align with the concepts of

metacognition and self-regulated learning.

Proverbs 2:6 states, "For the Lord gives wisdom; from his mouth come

knowledge and understanding." This verse resonates with the student's approach to

studying, where they engage in reviewing notes, creating flashcards, and seeking

understanding through collaborative study groups. By seeking wisdom and

understanding in their academic endeavors, the student reflects the biblical value of

diligent learning and knowledge acquisition.

References:

Balashov, E., Pasichnyk, I., & Kalamazh, R. (2021). Metacognitive awareness and academic

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Metacognition and Self-Regulated Study 6

self-regulation of hei students. International Journal of Cognitive Research in Science

Engineering and Education, 9(2), 161-172. https://doi.org/10.23947/2334-8496-2021-9-2-

161-172

Balashov, E., Pasichnyk, I., & Kalamazh, R. (2022). Methodological and contextual foundations

of metacognitive monitoring training program in student self-regulated learning. Journal

of Education Culture and Society, 13(1), 77-92.

https://doi.org/10.15503/jecs2022.1.77.92

Ormrod, J. E., & Jones, B. D. (2023). Essentials of educational Psychology: Big Ideas to Guide Effective

Teaching.

Owens, J. J. (1963). Book Review: Holman Study Bible. Review & Expositor, 60(4), 434–435.

https://doi.org/10.1177/003463736306000412

Wei, L., Liu, C., & Tseng, J. (2023). Development of a metacognitive regulation‐based collaborative

programming system and its effects on students' learning achievements, computational thinking

tendency and group metacognition. British Journal of Educational Technology, 55(1), 318-339.

https://doi.org/10.1111/bjet.13358

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