METACOGNITIVE AWARENESS

Metacognition is generally defined as the activity of monitoring and controlling one’s cognition. It can further be defined as what we know about our cognitive processes and how we use these processes in order to learn and remember (Ormrod, 2004). Academic achievement is the outcome of education as it indicates the extent to which the student, teacher, curricular and indeed the educational institution has achieved the predetermined educational goals (Engel, 2002; Bennett, 2003). The sample of the present study consisted of 328 emerging adults (167 women and 161 men) between the ages of 18-24, who were pursuing either their undergraduate or postgraduate studies. It is a quantitative study which used the method of purposive sampling. The study aimed at examining whether and what kind of a relationship existed between the three variables: Metacognitive Awareness, Academic Resilience and Academic Achievement. The data was collected from all over India using the Metacognitive Awareness Inventory or MAI (Schraw and Dennison, 1994), the Academic Resilience Scale or ARS-30 (Cassidy, 2016), and the last received CGPA of the participants to determine academic achievement. IBM SPSS software, version 24 was used for the statistical analysis of data using t-test and correlation. The results also showed a significant difference in the levels of the three variables on the basis of gender and this was obtained using correlation and t test. The present study can be useful to help with forming metacognitive strategies in order to effectively increase levels of academic resilience which would make an individual more likely to succeed in areas of academic achievement.

Keywords: Metacognitive Awareness, Academic Resilience, Academic Achievement.

Teaching and Teacher Education 26 Building self-directed teachers: A case study of teachers' perspectives of the effects of cognitive coaching on professional practices How people learn: Brain, mind, experience, and school Cognitive coaching: A foundation for renaissance schools Handbook of research on educational communications and technology Metacognition in literacy learning: Theory, assessment, instruction, and professional development Educational Leadership 51

Listening comprehension has always been a challenge for English as Second/Foreign Language (ESL/EFL) learners, in general. Therefore, the purpose of this study is particularly to investigate the role of metacognitive instruction through pedagogical cycle on the metacognitive awareness of EFL learners across genders. The participants in this study were 83 Iranian intermediate learners in four groups (two male and two female groups) chosen randomly out of 97 available EFL learners, ranging from 20 to 29 years old. The learners in the experimental groups (N = 60) were trained based on metacognitive instruction through pedagogical cycle for ten weeks over a semester, and participated in EFL listening tasks. However, the learners in the control groups (N = 23) underwent conventional instruction of listening strategies. All four groups were taught by the same teacher and listened to the same materials. The Metacognitive Awareness of Listening Question (MALQ) was used to collect data and t...

Many studies found that metacognitive beliefs in metacognitive therapy has an essential impact on the way in which the individual responds to negative ideas, beliefs, symptoms and emotions; it serves as the driving force behind the toxic thinking style. The current study aims to investigate the relationship between depression on the one hand and metacognitive beliefs on the other hand( positive beliefs about worry , negative beliefs about uncontrollability to thoughts and danger , beliefs about the need to control thoughts , cognitive confidence) , and It also investigates the relationship between depression and thought control strategies ( distraction , reappraisal , social control, anxiety, punishment).The study also aims to detect depression via metacognitive beliefs, and thought control strategies.The study sample consisted of (216) 1st year student teachers from all majors (males and females) at Faculty of Education, Basic Education Division, Assiut University (2012-2013).The researcher used the following scales: Beck depression inventory (BDI-II) (d -2), Metacognition scale (MCS-30) (Wells &Cartwright-Hatton, 1997) (translated by the researcher), ,Thought Control Strategies (TCS) (Wells & Davies, 1994) (translated by the researcher).The researcher used also a number of statistical methods such as correlation coefficients, multiple regression analysis, and path analysis. The study revealed that values of correlation coefficients between depression and each of  metacognitive beliefs and thought control strategies were significant at (0.01), also the correlation coefficients revealed predictability of Depression through thought control strategies in the following domains :( social control, anxiety, punishment).The researcher reached the following a predictability equation to predict Depression=17.336+0.808(social control)+0.707(anxiety)+0.515(punishment) ; also he found predictability of  depression via  the following metacognitive beliefs including the following:(negative beliefs about uncontrollability to control the thoughts and danger , cognitive confidence);He also  reached the following prediction equation: Depression=27.946+0.846(negative beliefs about uncontrollability to thoughts and danger)+0.490(cognitive confidence).The study also finds a path analysis model that tracks statistical  functionality between these variables on the one hand and depression on the other hand supported by the results of previous studies and results of multiple regression analysis in the third and fourth hypothesis in this study .
Key words: Depression, Meta-cognitive beliefs, Thought control strategies

This study aims to explore the locus of control, epistemological beliefs and metacognitive awareness levels of
preservice early childhood education teachers and to determine the interrelations among these variables. 206
teacher candidates have been asked to fill out Rotter’s Internal-External Locus of Control Scale, Central Epistemological
Beliefs Scale and Metacognitive Awareness Scale. The statistical analyses revealed that there were
meaningful correlations between Locus of Control and the first two factors of Central Epistemological Beliefs
Scale, namely, Belief in Supernatural Powers, and Belief in Superstitious Rituals; and between Metacognitive
Awareness and the last two factors of Central Epistemological Beliefs Scale, namely, Belief in Science as a
Source of Knowledge, and Belief in a Rational Society. Another important finding was that Belief in Supernatural
Powers and Belief in Superstitious Rituals were important predictors of Locus of Control.

This dissertation explores the effects of a 5-day metacognitive listening training program on a group of six learners of English as a foreign language. The context of the study –which is different from previously carried out studies of the same nature- is the local English as a foreign language industry. Second language learners often struggle with listening comprehension and teachers have limited knowledge or guidance in addressing the problems faced by these same learners in the skill of listening. Recent studies have demonstrated a positive correlation between metacognitive training and L2 (second language) listening achievement (Goh, 1997, 2008; Goh & Taib, 2006; Coskun, 2010; Dousti, 2013; Mareschal, 2007; Rasouli, Mollakhan & Karbalei, 2013; Vandergrift, 2003; Vandergrift & Tafaghodtari, 2010). Additionally, it has also been shown that this type of training has beneficial effects on the individual’s growth of metacognitive knowledge (Goh, 2008; Goh & Taib, 2006; Vandergrift & Tafaghodtari, 2010). This research thus aims to gauge the effect of metacognitive listening training on L2 listening achievement through an entry and exit test. Additionally, interviews and questionnaires were analyzed qualitatively in order to assess the outcome of the training on the learners’ L2 listening proficiency and their metacognitive knowledge. Analysis of data showed different results to other studies, with participants gaining less points on their listening test following training. Furthermore, some participants demonstrated a growth in metacognitive knowledge in some aspects more than others. This study has provided tremendous insight into listening as a skill from the point of view of the learners and possible pedagogical approaches for teachers to follow in order to try and improve their learners’ listening skills.

This dissertation presents evolutionary and developmental science models that integrate attachment theory and mentalization theory with mindfulness meditation. Attachment researchers study the quality of the evolved bond between infants and caregivers and its effects on childhood and adult functioning. Mentalization theorists examine the development of the human capacity to understand the behavior of self and others in terms of underlying mental states. Mindfulness therapists emphasize dis-identifying with painful thoughts by attending to and accepting our present, unfolding experience. Attachment- and mentalization-based therapies are relational, developmental, conscious- and unconscious-oriented, reflective, and past/present/future-oriented. Mindfulness therapies are intrapersonal, non-developmental, non-reflective, bodily- and mentally-focused, and present-oriented. Research suggests both approaches can treat the same affective and anxiety disorders. Both also cause changes in the brain, often in different neural networks. How might we explain this? I answer by appealing to evolution and human development. We see disparities in the research literatures because psychotherapy and meditation invoke different mechanisms in the brain, which have evolved in different periods of mammalian and human history. This dissertation has three central premises. First, attachment, mentalization, and mindfulness can be integrated in evolutionary and developmental models of human functioning. Attachment came first (200 million years ago); mentalization came second (200,000 years ago); and mindfulness came third (2,500 years ago). The neural mechanisms and psychological capacities underlying mentalization and mindfulness are shaped by early attachment bonds. Deficits in these capacities can account for problems encountered in meditation. Second, Buddhism, like all religions, builds upon attachment-related processes. Buddhist philosophies, rituals, and practices are suffused with attachment themes. Third, early attachment bonds shape moral sensibilities and empathy. Buddhist ethical and meditative practices have an important role to play in our globalized, interdependent world in helping us to extend empathy to others.

The Effects of Metacognitive Awareness-Raising on Learners’ Reading Proficiency and Strategy Use: Case of First- Year LMD Students at ABou Bekr Belkaid University of Tlemcen

Yassamina HAICHA – ABDAT
English Department
Tlemcen University
Algeria


Abstract
Within the field of education, one of the most important responsibilities that each teacher needs to assume consists in equipping the learners with all the necessary tools to cope with the demands of an ever-changing world. With no doubt, for a more successful fulfillement of such a prominent responsibility, the learners need to be consciously aware of the true nature of the learning process as well as the crucial role of acquiring skills and strategies that would certainly engender an effective learning process. These two concerns have led to a plethora of research on how to help the individuals become successful learners, and what teachers can do to assist their learning. Bearing all this in mind, the present exploratory research endeavours to elucidate the major effect of an explicit and integrated instruction of metacognitive reading strategies on learners’ English as a Foreign Language reading proficiency and strategy use. The researcher has randomly chosen ten Algerian speaking students studying at the Department of English in Abou Bakr Belkaid University of Tlemcen.  Data were collected by means of three essential data-gathering tools, namely questionnaire, proficiency tests and think-aloud protocol (TAP). The researcher confirmed  that metacognitive reading strategy instruction had a positive effect on the learners’ reading proficiency and strategy use which was empirically verified during the implementation of the Think Aloud protocol.
Key words: metacognitive awareness, reading strategies, explicit teaching. EFL learners, TAP(

"Un curricolo per "imparare ad imparare", definito in termini di strategie, convinzioni e atteggiamenti, può e deve essere proposto e riproposto come elemento di trasversalità e di continuità. L'articolo propone alcuni criteri e opzioni metodologiche per la definizione di un tale curricolo: flessibilità e "negoziabilità", integrazione, trasferibilità, operatività e densità metacognitiva.
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Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use ineffective learning strategies but believe them to be effective—a phenomenon known as metacognitive illusion. In a bid to broaden the perspective on students’ use of learning strategies, this study draws on the notion of self-regulated learning as a theoretical lens. A questionnaire, comprising both open-ended and closed-ended questions, was developed to gather data from 416 engineering students. The questionnaire was geared towards (1) mapping what learning strategies students use in a real-world setting, in real courses, (2) probing their metacognitive awareness of the effectiveness of various learning strategies and (3) investigating why students choose certain learning strategies. We also compared which learning strategies the engineering students chose across programs and types of c...

This research was conducted to investigate the correlation between metacognitive and language exposure to TOEFL of reading section. The framework of metacognitive promoted by Veenman et al. and the model of language exposure is promoted by Magno et al. (2009). This research implemented a descriptive qualitative study. The questionnaire and rubric of metacognitive were applied as research instruments respectively. Furthermore, ten freshmen at Syiah Kuala University from various majors considered as strategic readers whose TOEFL score ranges of 400 above. It was prominently revealed that language exposures have a contribution for strategic readers in answering TOEFL in the reading section, in particular, media exposure. The respondents have a tendency to seek out the media availability as the major side on mastering reading TOEFL meanwhile language exposure at home is the lowest impact on students. In addition, metacognitive awareness has an impact on students' performance in answering Reading test of TOEFL the metacognition implementation, the students eventually categorized on knowledge regulation in which the students relate the knowledge of TOEFL into planning, implementing strategies or information management, monitoring, correcting/debugging, and evaluating comprehension. It is assumed that this study has weakness on informants taken therefore as further studies, the researcher trigger to probe students of 500 TOEFL score above to investigate their learning strategy and language exposures accordingly.

The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension inside EFL educational context. The study also suggests recommendations for EFL teachers to increase the efficiency of applying this strategy through their teaching procedures.

The current study's objective examines the effectiveness of using a Think-Aloud strategy in improving Saudi EFL learners' reading comprehension and attitudes towards learning. A quantitative study with a quasi-experimental design was implemented through applying two different instruments: Reading Comprehension Skills Test and Attitude Scale towards learning EFL. The study adopts a pre-post control group design where forty students were randomly assigned to either a control or an experimental group. Students of the experimental group were instructed by using metacognitive Think-Aloud strategy, whereas, the control group received traditional treatment such as skimming and scanning techniques. The findings of the study showed that the attitudes and reading comprehension skills of the experimental group improved significantly as opposed to the control group. The study gives more insight into the importance of applying a Think-Aloud strategy in teaching reading comprehension insi...

This study investigated the validity and reliability of the Turkish version of the
Metacognitive Awareness Inventory. The sample of the study consisted of 607 university
students. Results of language equivalence indicated that the correlations
between Turkish and English forms of the MAI were quite high (r = .93). As a result
of a series of factor analyses eight subscales have emerged under the knowledge and
regulation of cognition. These subscales were declarative knowledge, procedural
knowledge, conditional knowledge, planning, monitoring, evaluation, debugging,
and information management. The internal consistency of the entire inventory was
.95. The item-total correlations ranged from .35 to .65 and test-retest reliability coefficient
was .95. According to these findings, the Metacognitive Awareness Inventory
is a valid and reliable instrument that can be used in the field of education

This study attempted to examine the impacts of academic locus of control and metacognitive awareness on the academic adjustment of the student participants. The convenient sampling was applied to select the sample of 368 participants comprising 246 internals with age ranging from 17 to 28 years (M = 20.52, SD = 2.10) and 122 externals with age spanning from 17 to 28 years (M = 20.57, SD = 2.08). The findings indicated that there were significant differences in the various dimensions of metacognition, academic lifestyle and academic achievement of the internals and externals
except for academic motivation and overall academic adjustment. There were significant gender differences in declarative
knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, evaluation and overall metacognitive awareness. Likewise, the internals and externals differed significantly in their mean scores of
declarative knowledge, procedural knowledge, conditional knowledge, planning, information management, monitoring, debugging, evaluation and overall metacognitive awareness, academic lifestyle and academic achievement. The significant positive correlations existed between the scores of metacognitive awareness and academic adjustment. It was evident that
the internal academic locus of control and metacognitive awareness were significant predictors of academic adjustment
of the students. The findings have been discussed in the light of recent findings of the field. The findings of the study have
significant implications to understand the academic success and adjustment of the students and thus, relevant for teachers,
educationists, policy makers and parents. The future directions for the researchers and limitations of the study have also
been discussed.

This study examined the relationship between EFL learners' metacognitive awareness and self-efficacy. 150 EFL learners majoring in English Translation and English Literature at Karaj and Sari Islamic Azad Universities were randomly selected and were given two questionnaires of Metacognitive Awareness Inventory (MAI) by Schraw and Dennison (1994) and General Self-Efficacy Scale (GSES) by Schwarzer and Jerusalem (1996). 143 acceptable cases were used in statistical analyses. Preliminary analyses were performed to ensure no violation of the assumptions of normality, linearity and homoscedasticity. The relationship between MAI and GSES scores was investigated using Pearson's product-moment correlation coefficient. Statistical analyses indicated that a significant relationship exists between EFL learners' self-efficacy and metacognitive awareness (r = .91, n = 143, p < .05). Moreover, among the subcomponents of metacognitive awareness, Compensation Monitoring demonstrated the highest degree of correlation with self-efficacy.  Drawing upon the findings, some pedagogical implications are presented, and some avenues for future research are highlighted.

The study was designed to determine the meta-cognitive awareness and study processes of senior secondary school science students of low cognitive ability level. The study also examined the study processes and meta-cognitive awareness of male and female students of low ability level. Correlational survey research design was adopted for the study. The population comprised all the 9875 Senior Secondary School science students offering biology, chemistry and physics in all the public senior secondary schools in Education Zone C of Benue State for 2016/2017 academic session. The sample comprises 5892 low ability students from thirty-five (35) intact classes. Five research questions were generated and three null hypotheses were formulated and tested at 0.05 level of significance. Two sets of instrument used for data collection are Metacognitive Awareness Inventory (MAI) and Approach to Study Inventory (ASI). The students' cognitive ability levels were determined using baseline data obtained from first term results in biology, chemistry and physics. The MAI and the ASI were both face and construct validated. Estimate of internal consistency was obtained through Cronbach's alpha to be 0.881 for MAI and 0.729 for ASI. Mean, standard deviation, regression analysis and t-test were used for data analysis. It was found that the low cognitive ability level students are both aware of their knowledge and can regulate their cognition as well as adopted surface and deep approach in studying science. The result also indicates that 50.2% of the variation in the students' study processes is as a result of the variation in their meta-cognitive awareness. It was also found that there was significant difference between the meta-cognitive awareness of male and female science students of low cognitive ability levels. Similarly, it was found that there was no significant difference between the study processes of male and female science students of low cognitive ability levels. Based on these findings, it was recommended among others that science teachers should ensure differentiated classroom activities and should be flexible in adapting different meta-cognitive strategies or approaches that encourages self-directing, self-monitoring and self-assessment so that students could have opportunity to engage in tasks appropriate to their ability, needs and level for effective teaching and learning. This help in developing self-learners who have the ability to plan their study process for the rest of their learning periods.

In fact, there are several variables affecting an individual’s academic achievement. However, in this study, it was aimed to investigate possible effects of metacognitive awareness level on academic achievement. The population of the research included 314 pre-service teachers studying at the faculty of education. A descriptive survey method was employed for the study. It was found that the pre-service teachers, participating in the research had a high level of metacognitive awareness. The pre-service teachers’ levels of metacognitive awareness did not differ by gender. It was concluded that academic achievement influenced their levels of metacognitive awareness positively. It was also found that the pre-service teachers were capable of making predictions, planning, monitoring and evaluating about their own cognitive activities. In addition, it was revealed that the subjects knew which learning methods were effective and which were not, and that they had the skills of planning, using and monitoring an approach that they expected to be successful for a task they encountered. In the context of these findings, some implications on the development of pre-service teachers’ metacognitive awareness were discussed.

This study aimed at exploring the relationship among EFL learners' self-efficacy, metacognitive awareness, and language learning strategy use. To this aim, 150 EFL learners majoring in English Translation and English Literature at Karaj and Sari Islamic Azad Universities were randomly selected and were asked to fill in the three questionnaires on General Self-Efficacy Scale (GSES) by Schwarzer, & Jerusalem (1996),

Although mind-wandering occupies up to half of our waking thoughts, it is seldom discussed in philosophy. My paper brings these neglected thoughts into focus. I propose that mind-wandering is unguided attention. Guidance in my sense concerns how attention is monitored and regulated as it unfolds over time. Roughly speaking, someone's attention is guided if she would feel pulled back, were she distracted from her current focus. Because our wandering thoughts drift unchecked from topic to topic, they are unguided. One motivation for my theory is what I call the "Puzzle of The Purposeful Wanderer". On the one hand, mind-wandering seems essentially purposeless; almost by definition, it contrasts with goal-directed cognition. On the other hand, empirical evidence suggests that our minds frequently wander to our goals. My solution to the puzzle is this: mind-wandering is purposeless in one way---it is unguided---but purposeful in another---it is frequently caused, and thus motivated, by our goals. Another motivation for my theory is to distinguish mind-wandering from two antithetical forms of cognition: absorption (e.g. engrossment in an intellectual idea) and rumination (e.g. fixation on one's distress). Surprisingly, previous theories cannot capture these distinctions. I can: on my view, absorption and rumination are guided; mind-wandering is not. My paper has four parts. Section 1 spells out the puzzle. Sections 2 and 3 explicate two extant views of mind-wandering--the first held by most cognitive scientists, the second by Thomas Metzinger. Section 4 uses the limitations of these theories to motivate my own: mind-wandering is unguided attention.

This study aimed at exploring the relationship among EFL learners' self-efficacy, metacognitive awareness, and language learning strategy use. To this aim, 150 EFL learners majoring in English Translation and English Literature at Karaj and Sari Islamic Azad Universities were randomly selected and were asked to fill in the three questionnaires on General Self-Efficacy Scale (GSES) by Schwarzer, & Jerusalem (1996),

Metacognitive awareness is considered a crucial factor in reading comprehension. In the present study, the quantitative research method was applied using descriptive statistics, T-test, and ANOVA to identify: (1) What is second language (L2) Vietnamese students' metacognitive awareness of reading strategies? (2) Are there any significant differences between male and female L2 Vietnamese students in metacognitive awareness of reading strategies? (3) Are there any significant differences between good, medium, and poor L2 Vietnamese readers in metacognitive awareness of reading strategies? One hundred and twenty-three English-majored undergraduates of Hong Bang International University completed an online survey which discovers their frequencies of using problem-solving, global, and support reading strategies. They next took a comprehension test on the TOEIC format test, whose results were adopted to classify students into three levels, namely good, medium, and poor readers. Reading strategies usage mean scores were compared across three strategy types and these scores were collated between groups. Results showed; first, reading strategies were used in academic texts at medium frequency level with the high usage of problem-solving strategies, followed by medium usage of support and global reading strategies. Second, female readers showed a higher frequency of using support strategies than males did. Third, learners' proficiency levels were found to predict the levels of metacognitive awareness in reading with high-reading-ability students applying reading strategies more frequently than poor-reading-ability ones. This is significant to indicate that instructors should integrate all three reading strategies in their teaching, especially, raising awareness of global and support reading strategies among Vietnamese learners.

The purpose of this study is to gather views of students about the metacognitive reading strategies instruction. The sample of the study was consisted of thirty students attending ninth grade in 2016-2017 academic year in a district located at the Middle Black Sea region. A case study pattern which is a qualitative method was used in the research. Semi structured interview and a course evaluation form developed by the researchers were used to gather the views of the students related to metacognitive reading strategies instruction. Semi structured interviews were conducted with seventeen students. A course evaluation form was also filled by sampling group after every reading passage and at the end of the instruction. MAXQDA 12 qualitative analysis program was used to descriptive analysis of qualitive data of semi structured interview. The course evaluation form was also analyzed by using descriptive analysis method. The results of semi structured interview and course evaluation form also showed that students had views that metacognitive reading strategies instruction increased their metacognitive awareness and self efficacy for reading in English.

This  study  was  designed  to  investigate  the  relationship  between  the  metacognitive awareness of university students and their solutions to the similar mathematical problem types. Participants were 97 freshmen from department of mathematics at a state university in  Turkey.  Two  different  scales  were  used  for  data  collection:  “Metacognitive  Awareness  Inventory” and “Mathematical Problem Types Test’’. The results showed that there was a significant  positive  correlation  between the students’ metacognitive awareness levels and their problem solving levels regarding routine and non-routine problems. There was no significant linear correlation between university students’ metacognitive awareness levels and their problem solving levels for “separation”, “combining”, and “multiplication”  in  routine  problems.  Multiple regression  analysis  was  used  to  test  if  the  metacognitive awareness significantly predicted participants’ levels of problem solving. The results of the regression indicated that metacognitive awareness significantly predicted problem solving levels and both predictors explained 45% of the total variance.  Keywords: problem types, metacognitive awareness, problem solving, problem solving level

In a previous study, we demonstrated that the experience of learning a new language positively influences the metacognitive awareness of young plurilingual children in terms of willingness to communicate and strategic competence. In the present study, we expanded the analyses of the observations of 101 children to examine two hypotheses. First, we hypothesized that the strategies reported by the children would group into a limited number of strategic clusters. Second, we predicted that the children's awareness of strategies would depend not only on the experience of learning a new language but also on age. The factor analysis of the strategies used indicated three clusters, which we termed Speaker, Hearer, and External orientations. The analyses showed a significant effect of learning a new language in a formal context and after the age of four years, abbreviated LLE, that is Language Learning Experience, on the Speaker orientation. In addition, age showed a linear effect on the three identified clusters of strategies. These findings are highly relevant as they may help to shed light into why young plurilingual learners use strategies differently.

Previous research suggests overlap between brain regions that show task-induced deactivations and those activated during the performance of social-cognitive tasks. Here, we present results of quantitative meta-analyses of neuroimaging studies, which confirm a statistical convergence in the neural correlates of social and resting state cognition. Based on the idea that both social and unconstrained cognition might be characterized by introspective processes, which are also thought to be highly relevant for emotional experiences, a third meta-analysis was performed investigating studies on emotional processing. By using conjunction analyses across all three sets of studies, we can demonstrate significant overlap of task-related signal change in dorso-medial prefrontal and medial parietal cortex, brain regions that have, indeed, recently been linked to introspective abilities. Our findings, therefore, provide evidence for the existence of a core neural network, which shows task-related signal change during socio-emotional tasks and during resting states.

According to the objectives of the paper, the evaluation was checked together with the participants in semi-structured interviews. Two assessments were given to the students: the strategic talent management and the innovation potential assessment. A control group was used, wherein the students received an innovation potential assessment but not the strategic talent management assessment. There was a vital difference between students who took the strategic talent management assessment and those who did not in assessing their innovation potential. A difference was also seen in the area of flexibility, self-confidence and achievement drive. The research exhibited that the assessment had helped the majority of the participants to get more involved in the needs of the market to make a greater impact in on today’s society since they became more aware of their own skills, talents,
capabilities, and goals.

This study aims to investigate the relationship between language learners' metacognitive awareness (Planning and Evaluation, Problem Solving, Directed Attention, Mental Translation and Person Knowledge) and their performance on the listening section of IELTS. This study employs both quantitative and qualitative data analyses. Based on the participants' performance on the IELTS test, the participants were identified as less (N=34) or more-proficient (N=32) listeners. The listeners' perceived use of metacognitive strategies was measured using Metacognitive Awareness Listening Questionnaire. Two less-and two more-proficient listeners were randomly selected from among the participants to participate in a stimulated recall session on their IELTS responses. The results suggested that (1) listeners' metacognitive awareness had a positive relationship with the listening test performance; (2) more-proficient listeners reported significantly higher use of problem solving and directed attention strategies than the less-proficient listeners; (3) less-proficient listeners tended to use mental translation strategy; and (4) there was no difference between the more-proficient and the less-proficient listeners in planning and evaluation and person knowledge. 25 includes two major components, language ability and test method facets, where language ability consists of language knowledge and metacognitive strategies, and test method facets includes characteristics of the environment, rubric, input, expected response, and the relationship between input and expected response. This has become known as the 'Bachman Model', as described in and , and it has become an influential point of reference, being increasingly incorporated into views of the constructs of reading, listening, vocabulary, and so on. The Bachman model serves as a basic framework for the present study to examine two sets of factors, i.e., English listening comprehension ability as Communicative Language Ability (CLA) and metacognitive strategy use as part of test-taker characteristics.

In this newspaper interview/article I describe my "Contemplation Music Writing Project," how it started and how it works. There are several articles published on Academia.edu about my lessons with music, contemplation, reflection, writing, and discussion.

The curriculum will work for adults, including educators, parents, and people in business. With stress levels for teachers reaching an all-time high, this type of approach to mental health and self-care, would be appreciated in the schools. Teachers can form groups, sit in a circle, listen to music, "contemplate inner experiences," write about, and then discuss these events with colleagues.

Not always an easy, fun way of dealing with serious matters, however, it will create an opportunity--a "window"--to express thoughts, feelings, and experiences: "Get into IT, and get IT out," was the motto I used with the kids. Teachers can form small groups, let's say, 6 to 8 people, choose a diverse series of songs/music (playlist) to play, choose a "discussion leader," read their "contemplations" orally, and discuss them with a passion-based Q-and-A technique. It worked with the kids under difficult circumstances, and it would work with teachers.

Background: The behavior of dangerous driving is considered the main cause of increase in road accidents. The present study aimed at (1) studying the dangerous driving indexes among university students, (2) developing the Dula index to measure the behavior of dangerous driving of Saudi university students, (3) identifying the significant differences of dangerous driving behaviors according to the educational level and age, and (4) identifying the relationship between the behavior of dangerous driving and the impulsive behavior of drivers and the driving angry expressions.
Methods: The tools of the study, which were selected in a systematic stratified way, were applied to 640 Saudi university students to check the validity of the Dula index. The tools of the study included: the dangerous driving Dula inventory (DDDI), driver behavior questionnaire, barratt impulsiveness scale (BIS) and driving anger expression inventory (DAEI). Results: The results of this study showed that this tool, when associated with the barratt impulsiveness scale (BIS) and the driving anger expression inventory (DAEI), can have adequate psychometric properties through internal consistency, persistence and honesty. The factor analysis results concluded that the tool has three factors; namely, aggressive driving, negative emotions and dangerous driving. In addition, the study findings pointed out that the average scores of students dangerous driving were at a low level. There are no statistical differences in the behavior of dangerous driving according to age and educational level.
Recommendations: The study recommends the traffic departments in the Kingdom of Saudi Arabia to adopt this measurement to evaluate the behaviors of dangerous driving among drivers who are intending to obtain their driving license, especially teenagers.

Περίληψη
Στην παρούσα εργασία παρουσιάζεται η μετάφραση και ψυχομετρική επικύρωση του μεταγνωστικού εργαλείου αυτό-αναφοράς Junior Metacognitive Awareness Inventory (Jr. MAI, Ver. B) των Sperling, Howard, Miller και Murphy, (2002) στην ελληνική γλώσσα. Το εργαλείο έχει σχεδιαστεί για την εκτίμηση της μεταγνωστικής ενημερότητας των στρατηγικών μάθησης σε έφη-βους μαθητές. Ο ψυχομετρικός έλεγχος του εργαλείου περιλάμβανε εξέταση της εσωτερικής συνοχής και της εγκυρότητας, σε συνολικό δείγμα 347 μαθητών Γυμνασίου με και χωρίς ειδικές μαθησιακές δυσκολίες. Δυο υποκλίμακες αναφορικά με τη μετα-γνωστική ενημερότητα υπολογίστηκαν από την κλίμακα, η Γνώση του Γιγνώσκειν και η Ρύθμιση του Γιγνώσκειν. Από τους ελέγχους που διενεργήθηκαν στην παραγοντική του δομή προέκυψε ικανοποιητική εσωτερική συνοχή και αξιοπιστία επαναλη-πτικών μετρήσεων για τις διαστάσεις της κλίμακας. Η χρήση του Jr. MAI έδειξε ότι οι Έλληνες μαθητές γυμνασίου με και χωρίς ειδικές μαθησιακές δυσκολίες διαφοροποιούνται στις μεταγνωστικές στρατηγικές μάθησης που αφορούν τη Ρύθμιση του Γιγνώ-σκειν και τη μεταγνωστική τους ενημερότητα, ενώ δεν διαφέρουν στις μεταγνωστικές στρατηγικές μάθησης που αφορούν τη Γνώση του Γιγνώσκειν.

Keywords: MAIJ, Μεταγνωστική ενημερότητα, Γνώση του γιγνώσκειν, ρύθμιση του γιγνώσκειν, ειδικές μαθησιακές δυσκολίες

Abstract
This paper presents the translation and psychometric validation of the self-referential metacognitive instrument Junior Met-acognitive Awareness Inventory (Jr. MAI, Ver. B) by Sperling, Howard, Miller, and Murphy, (2002) in Greek. The instrument is designed to assess the metacognitive awareness of learning strategies in adolescent students. The psychometric control of the instrument included an examination of the internal coherence and validity, in a total sample of 347 High School stu-dents with and without special learning difficulties. Two subscales regarding metacognitive awareness were calculated from the scale, the Knowledge of Cognition, and the Regulation of Cognition. From the tests performed on its factor structure, satisfactory internal consistency, and reliability of iterative measurements for the dimensions of the scale emerged. The use of Jr. MAI showed that Greek high school students with and without special learning difficulties use metacognitive learn-ing strategies related to Knowledge of Cognition, but the group with special learning difficulties utilizes less learning strate-gies related to Regulation of Cognition.

Keywords: MAIJ, Metacognitive awareness, metacognitive knowledge, metacognitive regulation, special learning difficulties

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