1. [Students with metacognitive skills are usually high achieving students] Extensive research and the componential subtheory of Sternberg's triarchic theory of intelligence suggest that high-achieving students are more metacognitive than low-achieving students (Sternberg, 1985). Zimmerman (1990)
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2. The results supported the expected relationship between achievement and metacognition; both the predicted grades and the prediction difference correlated significantly with final grades.
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3. The results suggest that many students could benefit from improved awareness of factors affecting their grades and strategies they can use to get better grades, so that as self-directed learners they can make appropriate efforts to attain the grade goals they have set for themselves
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4. The monitoring and evaluating functions of metacognition help students judge whether they are going in the right direction and self-correct as needed. Often students have only a vague idea of how well or poorly they are doing. They are frequently unaware of what they know and what they do not know. Many students don't self-check to see if they are using the right approach or if they should try a different one. Successful students learn efficiently by using the feedback they receive from the monitoring and evaluating to improve their future performance.
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5. INTRAPERSONAL: involves the capacities for self-knowledge of one's own feelings, strengths, weaknesses, and using this information to guide one's own behavior. It can be developed through reflection and metacognition. This type of intelligence is associated with the end-state of accurate self-knowledge, but not particular types of careers.
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6. [Tutors should develop tutees' metacognition] Tutors were trained to tutor metacognitively, to plan, monitor and evaluate their tutoring sessions and to teach students metacognitive reading strategies, such as comprehension monitoring and identifying error patterns so they could change them. The tutorials followed a structured format consisting of: warm-up, mental preparation for testing, testing, discussing passages, and discussing questions and answers.
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7. [Students should learn how to monitor, evaluate & revise study strategies to become better learners] Problems associated with low achievement and low self-esteem in students have received considerable attention in the professional literature. Far less information has focused on students who set unrealistic expectations for their academic performance or career aspirations. In this case, you will read about an eighth-grade student in an impoverished community who sees himself as extremely talented. He possesses an extroverted personality, and he freely shares his lofty goals with others. Partly for these reasons, he is viewed by his parents, teachers, and peer students as a very able individual. Yet his performance on examinations in mathematics class indicates that he is not mastering the content of the course. The student and his parents argue that the problem rests with a first-year teacher.
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8. [A student who can monitor his thinking can improve his achievement] Self-regulating students engage in learning activities with specific goals in mind, observe their performance as they work, evaluate progress in attaining their goals and react by continuing or changing their approach as needed, depending upon the value of the task and upon perceived self-efficacy (Schunk 1991). Students who observe and evaluate their performance accurately may react appropriately by keeping and/or changing their study strategies to achieve the goal of maximizing their grade in a course or on a test.
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9. [Low and medium ability students in particular can raise their grades by being aware of both the factors that affect their grades and by using the strategies] Low-achieving students overestimated their grades more than high-achieving students. High GPA students were more confident about their grade estimates than were low GPA students. Other research showed that both low-and medium-ability students overestimated virtually all of their grades with confidence (Prohaska Maraj, 1995).
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