Metacognition and Self-Regulated Learning: Can the Metacognitive Capabilities of Employed Adults Improve through the Use of a Well-Designed Learning Intervention?

Autor/in	Mandeville, Gertrude
Titel	Metacognition and Self-Regulated Learning: Can the Metacognitive Capabilities of Employed Adults Improve through the Use of a Well-Designed Learning Intervention?
Quelle	(2022), (193 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, The Chicago School of Professional Psychology
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-9961-0
Schlagwörter	Hochschulschrift; Dissertation; Metacognition; Skill Development; Employment; Adults; Learning Strategies; Labor Needs; Job Skills; Critical Thinking; Thinking Skills; Measures (Individuals); Knowledge Level; Intervention; Career Development; Vocational Adjustment + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kompetenzentwicklung; Qualifikationsentwicklung; Dienstverhältnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Labour needs; Arbeitskräftebedarf; Produktive Fertigkeit; Kritisches Denken; Denkfähigkeit; Messdaten; Wissensbasis; Berufsentwicklung; Personalanpassung
Abstract	In the complex world of the workplace, change becomes a constant. This requires that adults can regularly adapt to this change, particularly as technology encroaches on the definition of work and alters the description of their work and, ultimately, their jobs. This adaptation also alters how employed adults learn about their jobs and develop expertise in their profession. Historically, this expertise has routinely prepared an individual to automatically carry out his or her job tasks, particularly during the industrial revolution. In the knowledge economy, these individuals must now acquire adaptive expertise which transforms the focus from a set of automatic skills to the ability to think critically and problem-solve. Adaptive expertise, critical thinking and problem-solving are all directly associated to an individual's metacognitive capabilities. To date, the adult was thought to have developed metacognitive capabilities within the framework of the structured academic environment. But the criticisms associated with a lack of critical thinking skills in new employees seem to imply that they may not gain metacognitive capabilities in a way that is transferrable to the complex workplace. As a result, this study intended to ask participants to measure their metacognitive knowledge and skills and for those individuals who lack these skills provide well-designed intervention for them to acquire the knowledge and skills and apply them to a business simulated experience to reinforce the far transfer to the jobs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01