The Need for Cognition and Meta-learning Competence among Students of Teacher Education at the University Level

• Authors: Janina Uszyńska-Jarmoc , Beata Kunat , Monika Żak-Skalimowska

Abstracts

EN

Cognition and meta-learning competencies are important elements in teacher education programs. The research presented was aimed at discovering the link between the need for cognition and meta-learning competence. The research sample comprised 250 students of teacher education in their first-year of study for the degree of licencjat (Bachelor’s equivalent) and magister (Master’s equivalent). Research findings demonstrate the existence of 1) a correlation between the students’ need for cognition and their meta-learning competence, 2) differences between students at the Bachelor’s and Master’s level of education with regard to their expressed need for cognition and meta-learning competence (including subcomponents of the latter) which suggests that these needs and competencies develop over the course of their university education.

Keywords

EN

teacher education; motivation; need for cognition; metacognition; competence of meta-learning

• Publisher: Wydawnictwo Adam Marszałek
• Journal: Kultura i Edukacja
• Year: 2018
• Issue: 4(122)
• Pages: 40-62

Dates

published

2018

Contributors

author

Janina Uszyńska-Jarmoc

• University of Bialystok, Poland

author

Beata Kunat

• University of Bialystok, Poland

author

Monika Żak-Skalimowska

• University of Bialystok, Poland

References

• Aksal, F.A., Gazi, Z.A., & Bahҫelerli, N.M. (2013). Practice of Connectivism as Learning Theory: Enhancing Learning Process Through Social Networking Site (Facebook). Gaziantep University Journal of Social Sciences, 12(2), pp. 243–252.
• Arpaci, D., & Bardakҫi, M. (2016). An Investigation on the Relationship between Prospective Teachers’ Early Teacher Identity and Their Need for Cognition. Journal of Education and Training Studies, 4(3), pp. 9–19. DOI: 10.11114/jets.v4i3.1176.
• Auerbach, S. (2015). STEM Teaching: The Need for Wider Skills. Nature, 524, p. 291. DOI: 10.1038/524291c.
• Biesta, G. (2012). The Future of Teacher Education: Evidence, Competence or Wisdom? Research on Steiner Education, 3(1), pp. 8–22.
• Biggs, J.B. (1985). The Role of Meta-learning in Study Process. British Journal of Educational Psychology, 55(3), pp. 185–212. DOI: 10.1111/j.2044-8279.1985.tb02625.x.
• Boix Mansilla, V., & Duraising, E.D. (2007). Targeted Assessment of Students’ Interdisciplinary Work: An Empirically Grounded Framework Proposed. The Journal of Higher Education, 78(2), pp. 215–237.
• Bruinsma, M., & Jansen, E.P.W.A. (2010). Is the Motivation to Become a Teacher Related to Pre-service Teachers’ Intentions to Remain in the Profession? European Journal of Teacher Education, 33(2), pp. 185–200. DOI: 10.1080/02619760903512927.
• Bruner, J. (1996). The Culture of Education. Cambridge, MA: Harvard University Press.
• Cacioppo, J.T., & Petty, R.E. (1982). The Need for Cognition. Journal of Personality and Social Psychology, 42(1), pp. 116–131.
• Cacioppo, J.T., Petty, R.E., Feinstein, J.A., & Jarvis, W.B.G. (1996). Dispositional Differences in Cognitive Motivation: The Life and Times of Individuals Varying in Need for Cognition. Psychological Bulletin, 119(2), pp. 197–253.
• Cacioppo, J.T., Petty, R.E., & Kao, C F. (1984). The Efficient Assessment of Need for Cognition. Journal of Personality Assessment, 48(3), pp. 306–307. DOI: 10.1207/s15327752jpa4803_13.
• Carneiro, R. (2007). The Big Picture: Understanding Learning and Meta-learning Challenges. European Journal of Education, 42(2), pp. 151–172. DOI: 10.1111/j.1465-3435.2007.00303.x.
• Carneiro, R. (2011). Discovering the treasure of learning. In: Yang, J. & Valdes-Cotera, R. (Eds.), Making lifelong learning a reality for all: Conceptual evolutions and policy developments. Hamburg: UNESCO Institute for Lifelong learning, 3–2.
• Carnevale, J.J., Inbar, Y., & Lerner, J.S. (2011). Individual Differences in Need for Cognition and Decision-making Competence among Leaders. Personality and Individual Differences, 51(3), pp. 274–278. DOI: 10.1016/j.paid.2010.07.002.
• Cazan, A.M. (2016). The Factor Structure of the Short Need for Cognition Scale. Bulletin of the Transilvania University of Braşov, Series VII: Social Sciences, Law, 9(58), pp. 19–28.
• Clarà, M., & Barberà, E. (2014). Three Problems with the Connectivist Conception of Learning. Journal of Computer Assisted Learning, 30(3), pp. 197–206. DOI: 10.1111/jcal.12040.
• Clark, S.G., & Wallace, R.L. (2015). Integration and Interdisciplinarity: Concepts, Frameworks, and Education. Policy Sciences, 48(2), pp. 233–255. DOI: 10.1007/s11077-015-9210-4.
• Daghistani, B. (2015). Level of Need for Cognition and Metacognitive Thinking Among Undergraduate Kindergarten Female Students at King Sa’ud University in Sa’udi Arabia. Education, 136(1), pp. 101–111.
• Deci, E.L., & Ryan, R.M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. New York, NY: Plenum.
• Del Barrio-Garcia, S., Arquero-Montaño, J.L., & Romero-Frias, R. (2015). Personal Learning Environments Acceptance Model: The Role of Need for Cognition, e-Learning Satisfaction and Students’ Perceptions. Educational Technology and Society, 18(3), pp. 129–141.
• Efklides, A. (2014). How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach. Psychological Topics, 23(1), pp. 1–30.
• Farrell, T.S., & Jacobs, G.M.L. (2016). Practicing What We Preach: Teacher Reflection Groups on Cooperative Learning. The Electronic Journal for English as a Second Language, 19(4), pp. 1–9.
• Flavell, J.H. (1979). Metacognition and Cognitive Monitoring: a New Area of Cognitive-Developmental Inquiry. American Psychologist, 34(10), pp. 906–911. DOI: 10.1037/0003-066X.34.10.906.
• Flavell, J.H., Green, F.L., & Flawell, E.R. (1998). The Mind Has a Mind of Its Own: Developing Knowledge about Mental Uncontrollability. Cognitive Development, 13(1), pp. 127–138. DOI: 10.1016/S0885-2014(98)90024-7.
• Fleischhauer, M., Strobel, A., Enge, S., & Strobel, A. (2013). Assessing Implicit Cognitive Motivation: Developing and Testing an Implicit Association Test to Measure Need for Cognition. European Journal of Personality, 27(1), pp. 15–27. DOI: 10.1002/per.1841.
• Fox, R. (2001). Constructivism Examined. Oxford Review of Education, 27(1), pp. 23–35. DOI: 10.1080/03054980125310.
• Gaikhorst, L., Beishuizen, J., Roosenboom, B., & Volman, M. (2017). The Challenges of Beginning Teachers in Urban Primary Schools. European Journal of Teacher Education, 40(1), pp. 46–61. DOI: 10.1080/02619768.2016.1251900.
• Gauthier, K.J., Christopher, A.N., Walter, M.I., Mourad, R., & Marek, P. (2006). Religiosity, Religious Doubt, and the Need for Cognition: Their Interactive Relationship with Life Satisfaction. Journal of Happiness Studies, 7(2), pp. 139–154.
• Gergen, K.J. (1995). Social Construction and the Educational Process. In: L.P. Steffe & J. Gale (Eds.), Constructivism in Education (pp. 17–39). Hillsdale, N.J.: Lawrence Erlbaum Associates.
• Gottfried, A.E. (1985). Academic Intrinsic Motivation in Elementary and Junior High School Students. Journal of Educational Psychology, 77(6), pp. 631–645. DOI: 10.1037/0022-0663.77.6.631.
• Haynes, C., & Brown Leonard, J. (2010). From Surprise Parties to Mapmaking: Undergraduate Journeys Toward Interdisciplinary Understanding. The Journal of Higher Education, 81(5), pp. 645–666.
• Heppner, P.P., Reeder, B.L., & Larson, L.M. (1983). Cognitive Variables Associated with Personal Problem Solving Appraisal: Implications for Counseling. Journal of Counseling Psychology, 30(4), pp. 537–545. DOI: 10.1037/0022-0167.30.4.537.
• Jackson, N. (2004). Developing the Concept of Meta-learning. Innovations in Education and Teaching International, 41(4), pp. 391–403.
• Jakobi, A.P., & Rusconi, A. (2009). Lifelong Learning in the Bologna Process: European Developments in Higher Education. Compare: a Journal of Comparative and International Education, 39(1), pp. 51–65.
• Kara, A. (2009). The Effect of a ‘Learning Theories’ Unit on Students’ Attitudes Toward Learning. Australian Journal of Teacher Education, 34(3), pp. 100–112. DOI: 10.14221/ajte.2009v34n3.5.
• Kelchtermans, G. (2009). Who I am in How I Teach Is the Message. Self-Understanding, Vulnerability and Reflection. Teachers and Teaching: Theory and Practice, 15(2), pp. 257–272. DOI: 10.1080/13540600902875332.
• Kelly, D., & Donaldson, D.I. (2016). Investigating the Complexities of Academic Success: Personality Constrains the Effects of Metacognition. The Psychology of Education Review, 40(2), pp. 17–24.
• Khutorskoy, А.V. (2010). Printsip chelovekosoobraznosti i ego rol v obnovlenii obrazovaniya. Tezisy vystupleniya na Byuro Otdeleniya filosofii obrazovaniya i teoreticheskoy pedagogiki RAO –Talking Points at the Bureau of the Philosophy of Education and Theoretical Pedagogy RAO. Retrieved from: http://www.khutorskoy.ru/be/2010/0601/index.htm.
• Koch, C. (2003). Self-monitoring, Need for Cognition, and the Stroop Effect: a Preliminary Study. Perceptual and Motor Skills, 96(1), pp. 212–214. DOI: 10.2466/pms.2003.96.1.212.
• Lamote, C., & Engels, N. (2010). The Development of Student Teachers’ Professional Identity. European Journal of Teacher Education, 33(1), pp. 3–18. DOI: 10.1080/02619760903457735.
• Matusz, P.J., Traczyk, J., & Gąsiorowska, A. (2011). Questionnaire. Need for Cognition – Design and Empirical Verification of a Tool Measuring Cognitive Motivation. Psychologia Społeczna, 6(2), pp. 113–128.
• McGlynn-Stewart, M. (2015). From Student to Beginning Teacher: Learning Strengths and Teaching Challenges. Cogent Education, 2(1), pp. 1–18. DOI: 10.1080/2331186X.2015.1053182.
• McMahon, T. (1999). Using negotiation in summative assessment to encourage critical thinking. Teaching in Higher Education, 4(4), pp. 549–554.
• Miller, M.L., Omens, R.S., & Delvadia, R. (1991). Dimensions of Social Competence: Personality and Coping Style Correlates. Personality and Individual Differences, 12(9), pp. 955–964. DOI: 10.1016/0191-8869(91)90185-E.
• Njus, D., & Johnson, D.R. (2008). Need for Cognition as a Predictor of Psychosocial Identity Development. The Journal of Psychology, 142(6), pp. 645–655. DOI: 10.3200/JRLP.142.6.645-655.
• Osberg, T.M. (1987). The Convergent and Discriminant Validity of the Need for Cognition Scale. Journal of Personality Assessment, 51(3), pp. 441–450.
• Palincsar, A.S. (1998). Social Constructivist Perspectives on Teaching and Learning. Annual Review of Psychology, 49(1), pp. 345–375. DOI: 10.1146/annurev.psych.49.1.345.
• Panitz, T., & Panitz, P. (1996). Encouraging the Use of Collaborative Learning in Higher Education. Retrieved from: http://home.capecod.net/~tpanitz/tedsarticles/encouragingcl.htm (accessed: April 10, 2017).
• Pankhurst, K.V. (2010). Learning by Experience, Work and Productivity: Theory and Empirical Evidence. Journal of Vocational Education and Training, 62(2), pp. 103–122. DOI: 10.1080/13636821003690504.
• Pillen, M., Beijaard, D., & den Brok, P. (2013). Professional Identity Tensions of Beginning Teachers. Teachers and Teaching: Theory and Practice, 19(6), pp. 660–678. DOI: 10.1080/13540602.2013.827455.
• Postholm, M.B. (2012). Teachers’ Professional Development: a Theoretical Review. Educational Research, 54(4), pp. 405–429.
• Reinhard, M.A. (2010). Need for Cognition and the process of lie detection. Journal of Experimental Social Psychology, 46 (6), pp. 961–971.
• Roblin, P.N., & Margalef, L. (2013). Learning from Dilemmas: Teacher Professional Development Through Collaborative Action and Reflection. Teachers and Teaching: Theory and Practice, 19(1), pp. 18–32. DOI: 10.1080/13540602.2013.744196.
• Ronfeldt, M., Farmer, S.O., McQueen, K., & Grissom, J.A. (2015). Teacher Collaboration in Instructional Teams and Student Achievement. American Educational Research Journal, 52(3), pp. 475–514. DOI: 10.3102/0002831215585562.
• Rosenberg, M. (1965). Society and the Adolescent Self-Image. Princeton, NJ: Princeton University Press.
• Ryan, R.M., & Deci, E.L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), pp. 54–67. DOI: 10.1006/ceps.1999.1020.
• Sadowski, C.J. (1993). An Examination of the Short Need for Cognition Scale. The Journal of Psychology, 127(4), pp. 451–454. DOI: 10.1080/00223980.1993.9915581.
• Sadowski, C.J., & Gulgoz, S. (1992a). Association of Need for Cognition and Course Grades. Perceptual and Motor Skills, 74(2), p. 498. DOI: 10.2466/pms.1992.74.2.498.
• Sadowski, C. J., & Gulgoz, S. (1992b). Internal Consistency and Test-Retest Reliability of the Need for Cognition Scale. Perception and Motor Skills, 74(2), p. 610. DOI: 10.2466/pms.1992.74.2.610.
• Sariҫam, H. (2015). Metacognition and Happiness: The Mediating Role of Perceived Stress. Studia Psychologica, 57(4), pp. 271–283. DOI: 10.21909/sp.2015.03.699.
• Scager, K., Akkerman, S.F., Pilot, A., & Wubbels, T. (2012). Challenging High-Ability Students. Studies in Higher Education, 39(4), pp. 659–679. DOI: 10.1080/03075079.2012.743117.
• Scager, K., Akkerman, S.F., Pilot, A., & Wubbels, T. (2017). Teacher Dilemmas in Challenging Students in Higher Education. Teaching in Higher Education, 22(3), pp. 318–335. DOI: 10.1080/13562517.2016.1248392.
• Scott, C.L. (2015). THE FUTURES of LEARNING 2: What Kind of Learning for the 21st Century? UNESCO, Education Research and Foresight, Paris. [ERF Working Papers Series 14, pp. 1–14].
• Siemens, G. (2005). Connectivism: a Learning Theory for the Digital Age. International Journal of Instructional Technology and Distance Learning, 2(1), pp. 3–10.
• Snider, V., & Roehl, R. (2007). Teachers’ Beliefs about Pedagogy and Related Issues. Psychology in the Schools, 44(8), pp. 873–886.
• Spelt, E.J., Luning, P.A., van Boekel, M.A, & Mulder, M. (2017). a Multidimensional Approach to Examine Student Interdisciplinary Learning in Science and Engineering in Higher Education. European Journal of Engineering Education, 42(6), pp. 761–774. DOI: 10.1080/03043797.2016.1224228.
• Starkey, L. (2010). Teachers’ Pedagogical Reasoning and Action in the Digital Age. Teachers and Teaching: Theory and Practice, 16(2), pp. 233–244. DOI: 10.1080/13540600903478433.
• Steffens, K. (2015). Competences, Learning Theories and MOOCs: Recent Developments in Lifelong Learning. European Journal of Education, 50(1), pp. 41–59. DOI: 10.1111/ejed.12102.
• Stevanovic, D., Lalic, B., Batinic, J., Damjanovic, R., & Jovic, V. (2016). Metacognitions Questionnaire for Children: Development and Validation of the Serbian Version. Journal of Evidence-Based Psychotherapies, 16(2), pp. 135–151.
• Tolentino, E., Curry, L. & Leak, G. (1990). Further Validation of the Short Form of the Need for Cognition Scale. Psychological Reports, 66, pp. 321–322. DOI: 10.2466/pr0.1990.66.1.321.
• Trumbull, E., & Pacheco, M. (2005). The Teacher’s Guide to Diversity: Building a Knowledge Base. Providence: The Education Alliance at Brown University.
• Uszyńska-Jarmoc, J. (in print). The Level of Self-esteem and Competence of Metalearning with its Dimensions and Educational Achievement of First Year High School Students.
• Uszyńska-Jarmoc, J., Żak-Skalimowska M. (2015). My Learning Strategy Questionnaire (unpublished).
• Waters, L.K., & Zakrajsek, T. (1990). Correlates of Need for Cognition Total and Subscale Scores. Education and Psychological Measurement, 50(1), pp. 213–217. DOI: 10.1177/0013164490501026.
• Wells, A., & Cartwright-Hatton, S. (2004). a Short Form of the Metacognitions Questionnaire: Properties of the MCQ-30. Behaviour Research and Therapy, 42(4), pp. 385–396. DOI: 10.1016/S0005-7967(03)00147-5.
• Wood, S.L., & Swait, J. (2002). Psychological Indicators of Innovation Adoption: Cross-Classification Based on Need for Cognition and Need for Change. Journal of Consumer Psychology, 12(1), pp. 1–13. DOI: 10.1207/S15327663JCP1201_01.
• Yoon, H.G., & Kim, M. (2010). Collaborative Reflection through Dilemma Cases of Science Practical Work during Practicum. International Journal of Science Education, 32(3), pp. 283–301. DOI: 10.1080/09500690802516538.

Identifiers

DOI

10.15804/kie.2018.04.02

Biblioteka Nauki

1985850