Autogenic Training, Metacognition and Higher Education

Autor/in	Wagener, Bastien
Titel	Autogenic Training, Metacognition and Higher Education
Quelle	In: Educational Psychology, 33 (2013) 7, S.849-861 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.785051
Schlagwörter	Longitudinal Studies; Metacognition; Foreign Countries; Relaxation Training; Control Groups; Undergraduate Students; Experimental Groups; Measures (Individuals); Cognitive Ability; Task Analysis; Skill Development; Learning Strategies; France + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ausland; Entspannungstraining; Messdaten; Denkfähigkeit; Aufgabenanalyse; Kompetenzentwicklung; Qualifikationsentwicklung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Frankreich
Abstract	In French universities, only one out of two students is successful in his/her first year. The change of the working rhythm and the importance of self-regulated learning (relying on metacognition) can to a large extent explain these dramatic rates. Metacognition, as the process of being aware of one's own cognition and activity implies awareness and consciousness. Nowadays, its improvement has only been achieved through the training of monitoring for a specific task. Regarding awareness, techniques like meditation and relaxation (attentional practices or APs) lead to its general development. Therefore, we investigated the possible improvement of metacognition thanks to AP. We conducted a longitudinal study with two groups of students: one group took a training programme in autogenic training (an AP), and the second one received no training in awareness or metacognition. We found out that metacognition could be improved thanks to an AP. This approach could therefore be used as a global metacognitive remediation for students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10