Unlocking Your Learning Superpower: The Magic of Metacognition, By Dr Adnan Levent

Have you ever wondered why some students seem to be able to learn more effectively than others? Even if you put in a lot of effort, you may still find yourself struggling to keep up with your studies. One reason for this may be that you are not using your metacognitive skills effectively.

What is metacognition?

Metacognition simply means being aware of your own thinking. It’s like having a built-in learning coach that helps you understand how you learn best. There are two main components to metacognition:

• Metacognitive knowledge: This is your understanding of yourself as a learner. It includes things like knowing your strengths and weaknesses, how easily you learn different subjects and what strategies work best for you.
• Metacognitive regulation: This is the action part of metacognition. It is about using your knowledge to actively manage your learning process. This involves planning your study sessions, monitoring your progress, and adjusting your strategies as needed.

 

Metacognition at University

When you move from A-level to university, your responsibility for managing your own learning increases considerably. You need to make important decisions about how, when, and how much to study. You heavily rely on your metacognitive skills to make those decisions.

Even though most students have spent years in education, starting from primary school, research suggests that a large proportion of university students still lack sufficient metacognitive knowledge and regulation (Anthonysamy et al., 2020). The following examples highlight common pitfalls associated with weak metacognitive skills among university students, which may prevent students from reaching their full potential.

• Overconfidence (Hacker et al., 2000): Sometimes students think they have mastered a topic, but their performance doesn’t match their confidence. This is a classic case of overconfidence and it can be a real hurdle to effective learning. Being aware of this tendency and adapting your learning strategies accordingly is essential.
• Procrastination (Pychyl et al., 2000): The art of delaying tasks until the last minute. It is a common enemy for many students, and it is closely linked to metacognition. Being aware of your procrastination tendencies and learning to manage them can make a substantial difference to your academic performance.
• Choosing the wrong revision strategies (Cao & Nietfeld, 2007): Many students rely on the same study methods across all subjects, regardless of the topic’s complexity. Tailoring your strategies to the task at hand is a metacognitive skill that can supercharge your learning.

 

How will metacognition help you study?

Think of metacognition as the secret weapon of successful learners. Here are some of the ways it can help you:

• Boosts Learning Outcomes: By understanding which learning methods work best for you, you will retain information more effectively. Metacognition helps you choose the right tools for the job, whether it is practice tests for memorisation or group discussions for complex concepts.
• Enhances Self-Awareness: No more feeling lost in the learning process. Metacognition helps you recognise when you truly understand something and when you need to put in more effort. It’s like having an internal progress tracker.
• Improves Motivation and Resilience: Everyone faces setbacks, but strong metacognition makes you less likely to get discouraged. You’ll see challenges as opportunities to adapt your strategies and become a stronger learner.
• Sharpens Time Management Skills: Metacognition helps you plan your study sessions effectively and prioritise tasks. You will learn to estimate how much time you need for different tasks and stick to your schedule.

 

How to develop metacognitive skills?

The good news is, metacognition is not a fixed trait. You can develop it with practice! Here are some strategies to get you started:

• Self-Questioning: Get in the habit of asking yourself questions like “Do I understand this concept?” or “Is this strategy helping me learn effectively?” This internal dialogue helps you identify gaps in your understanding and adjust your learning approach.
• Reflection: Don’t just study, reflect on it! Take some time after each learning session to think about what you learned, what strategies worked best for you, and what might need improvement. This self-analysis helps you refine your learning process over time.
• Experiment with Learning Strategies: Be open to trying different ways of studying. No single method works for every subject, so explore a variety of techniques to find what works best for you in different contexts.
• Track Your Progress: Keeping a study log or setting achievable goals helps you monitor your progress and identify areas for improvement. It’s like having a learning roadmap that guides you towards academic success.

Metacognition is the key to unlocking your full learning potential. It empowers you to take control of your learning journey, become a more strategic learner and achieve your academic goals. By developing your metacognitive skills, you will not only excel in school but also become a well-rounded individual with the ability to learn effectively throughout your life. So, embrace the power of metacognition and watch your learning journey transform!

 

References

Anthonysamy, L., Koo, A.-C., & Hew, S.-H. (2020). Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 25(5), 3677–3704. https://doi.org/10.1007/s10639-020-10134-2

Cao, L., & Nietfeld, J. L. (2007). College Students’ Metacognitive Awareness of Difficulties in Learning the Class Content Does Not Automatically Lead to Adjustment of Study Strategies. Australian Journal of Educational & Developmental Psychology, 7, 31–46.

Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92(1), 160–170. https://doi.org/10.1037/0022-0663.92.1.160

Pychyl, T. A., Morin, R. W., & Salmon, B. R. (2000). Procrastination and the Planning Fallacy: An Examination of the Study Habits of University Students. Journal of Social Behavior and Personality, 15, 135–150.