Profiling pre‐service teachers’ awareness and regulation of their own thinking: evidence from an Asian country

References

• Allon , M. , Gutkin , T.B. and Bruning , R. 1994 . The relation between metacognition and intelligence in normal adolescents: Some tentative but surprising findings . Psychology in the Schools , 31 : 93 – 7 .
   Web of Science ®Google Scholar
• Baker , L. and Cerro , L.C. 2000 . “ Assessing metacognition in children and adults ” . In Issues in the measurement of metacognition , Edited by: Schraw , G. and Impara , J.C. 99 – 146 . Lincoln, NE : Buros Institute of Mental Measurements .
   Google Scholar
• Batha , K. and Carroll , M. 2007 . Metacognitive training aids decision making . Australian Journal of Psychology , 59 ( 2 ) : 64 – 9 .
   Web of Science ®Google Scholar
• Baylor , A.L. 2002 . Expanding pre‐service teachers’ metacognitive awareness of instructional planning through pedagogical agents . Educational Technology Research and Development , 50 ( 2 ) : 5 – 22 .
   Web of Science ®Google Scholar
• Baylor , A.L. and Kitsantas , A. A comparison of instructivist and constructivist self‐regulatory tools for instructional planning . Paper presented at the International Conference of Association for Educational Communication and Technology . November , Atlanta, GA.
   Google Scholar
• Bereiter , C. and Scardamalia , M. 2006 . “ Education for the Knowledge Age ” . In Handbook of educational psychology. , 2nd ed. , Edited by: Alexander , P.A. and Winne , P.H. 695 – 713 . Mahwah, NJ : Lawrence Erlbaum .
   Google Scholar
• Brown , A.L. 1980 . “ Metacognitive development and reading ” . In Theoretical issues in reading comprehension , Edited by: Spiro , R.J. , Bruce , B.C. and Brewer , W.F. 453 – 79 . Hillsdale, NJ : Erlbaum .
   Google Scholar
• Cheng , P. 1993 . Metacognition and giftedness: The state of the relationship . Gifted Child Quarterly , 37 : 105 – 12 .
   Web of Science ®Google Scholar
• Clark , C.M. and Peterson , P.L. 1986 . “ Teachers’ thought processes ” . In Handbook of research on teaching , Edited by: Wittrock , M.C. 255 – 96 . New York : Macmillan .
   Google Scholar
• Cross , D.R. and Paris , S.G. 1988 . Developmental and instructional analyses of children’s metacognition and reading comprehension . Journal of Educational Psychology , 80 ( 2 ) : 131 – 42 .
   Web of Science ®Google Scholar
• DeVellis , R.F. 2003 . Scale development: Theory and applications. , 2nd ed. , Thousand Oaks, CA : Sage Publications .
   Google Scholar
• Everson , H.T. and Tobias , S. 1998 . The ability to estimate knowledge and performance in college: A metacognitive analysis . Instructional Science , 26 : 65 – 79 .
   Web of Science ®Google Scholar
• Glaser , R. 1990 . The re‐emergence of learning theory within instructional research . American Psychologist , 45 : 29 – 39 .
   Web of Science ®Google Scholar
• Goh , C.B. and Lee , S.K. 2008 . “ Making teacher education responsive and relevant ” . In Toward a better future: Education and training for economic development in Singapore since 1965 , Edited by: Lee , S.K. , Fredriksen , C.B. , Goh , B. and Tan , J.P. 96 – 113 . Washington, DC : World Bank .
   Google Scholar
• Hannah , C.L. and Shore , B.M. 1995 . Metacognition and high intellectual ability: Insights from the study of learning‐disabled gifted students . Gifted Child Quarterly , 39 : 95 – 109 .
   Web of Science ®Google Scholar
• Hwang , S.K. and Vrongistinos , K. 2002 . Elementary in‐service teachers’ self‐regulated learning strategies related to their academic achievements . Journal of Instructional Psychology , 29 ( 3 ) : 147 – 54 .
   Google Scholar
• Justice , E.M. and Dornan , T.M. 2001 . Metacognitive differences between traditional‐age and nontraditional‐age college students . Adult Education Quarterly , 51 ( 3 ) : 236 – 49 .
   Web of Science ®Google Scholar
• Kline , R.B. 2005 . Principles and practice of structural equation modeling. , 2nd ed. , New York : Guilford Press .
   Google Scholar
• Lee , C.B. , Teo , T. and Bergin , D. 2009 . Children’s use of metacognition in solving everyday problem: An initial study from an Asian context . Australian Educational Researcher , 36 : 89 – 104 .
   Web of Science ®Google Scholar
• Lin , X.D. , Schwartz , D. and Hatano , G. 2005 . Toward teachers’ adaptive metacognition . Educational Psychologist , 40 ( 4 ) : 245 – 55 .
   Web of Science ®Google Scholar
• McLain , K.V.M. , Gridley , B.E. and McIntosh , D. 1991 . Value of a scale used to measure metacognitive reading processes . Journal of Educational Research , 85 : 81 – 7 .
   Web of Science ®Google Scholar
• Metallidou , P. 2008 . Pre‐service and in‐service teachers’ metacognitive knowledge about problem‐solving strategies . Teaching and Teacher Education , 25 ( 1 ) : 76 – 82 .
   Web of Science ®Google Scholar
• Mok , Y.F. , Fan , R.M.‐T. and Pang , N.S‐K. 2007 . Developmental patterns of school students’ motivational and cognitive metacognitive competencies . Educational Studies , 33 ( 1 ) : 81 – 98 .
   Web of Science ®Google Scholar
• Palincsar , A.M. and Brown , D.A. 1987 . Enhancing instructional time through attention to metacognition . Journal of Learning Disabilities , 20 : 66 – 75 .
   PubMed Web of Science ®Google Scholar
• Parsons , M. and Stephenson , M. 2005 . Developing reflective practice in student teachers: Collaboration and critical partnerships . Teachers and Teaching: Theory and Practice , 11 ( 1 ) : 95 – 116 .
   Google Scholar
• Phelps , R. and Graham , A. 2004 . Teachers and ICT: Exploring a metacognitive approach to professional development . Australasian Journal of Educational Technology , 20 ( 1 ) : 49 – 68 .
   Google Scholar
• Pintrich , P.R. 2002 . “ The role of goals and goal orientation ” . In Motivation in education: Theory, research, and applications , Edited by: Pintrich , P.R. and Schunk , D.H. 190 – 242 . Englewood Cliffs, NJ : Prentice Hall .
   Google Scholar
• Pintrich , P.R. , Walters , C. and Baxter , G. 2000 . “ Assessing metacognition and self‐regulated learning ” . In Issues in the measurement of metacognition , Edited by: Schraw , G. and Impara , J. 43 – 97 . Lincoln, NE : Buros Institute of Mental Measurement .
   Google Scholar
• Pressley , M. and Ghatala , E.S. 1989 . Metacognitive benefits of taking a test for children and young adolescents . Journal of Experimental Child Psychology , 47 : 430 – 50 .
   PubMed Web of Science ®Google Scholar
• Schraw , G. 1994 . The effects of metacognitive knowledge on local and global monitoring . Contemporary Educational Psychology , 19 : 143 – 54 .
   Web of Science ®Google Scholar
• Schraw , G. and Dennison , R.S. 1994 . Assessing metacognitive awareness . Contemporary Educational Psychology , 19 : 460 – 75 .
   Web of Science ®Google Scholar
• Schraw , G. and Nietfeld , J. 1998 . A further test of the general monitoring skill hypothesis . Journal of Educational Psychology , 90 ( 2 ) : 236 – 48 .
   Web of Science ®Google Scholar
• Shavelson , R.J. and Stern , P. 1981 . Research on teachers’ pedagogical thoughts, judgments, decisions and beliefs . Review of Educational Research , 51 : 455 – 98 .
   Web of Science ®Google Scholar
• Sperling , R.A. , Howard , B.C. , Miller , L.A. and Murphy , C. 2002 . Measures of children’s knowledge and regulation . Contemporary Educational Psychology , 27 : 51 – 79 .
   Web of Science ®Google Scholar
• Sperling , R.A. , Howard , B.C. , Staley , R. and DuBois , N. 2004 . Metacognition and self‐regulated learning constructs . Education Research and Evaluation , 10 ( 2 ) : 117 – 39 .
   Google Scholar
• Swanson , H.L. 1990 . Influence of metacognitive knowledge and aptitude on problem solving . Journal of Educational Psychology , 82 ( 2 ) : 306 – 14 .
   Web of Science ®Google Scholar
• Swanson , H.L. , O’Connor , J.E. and Cooney , J.B. 1990 . An information processing analysis of expert and novice teachers’ problem solving . American Educational Research Journal , 27 : 533 – 56 .
   Web of Science ®Google Scholar
• Urzúa , A. and Vasquez , C. 2008 . Reflection and professional identity in teachers’ future‐oriented discourse . Teaching and Teacher Education , 24 : 1935 – 46 .
   Web of Science ®Google Scholar
• Van Zoest , L.R. and Stockero , S.L. 2008 . Synergistic scaffolds as a means to support preservice teacher learning . Teaching and Teacher Education , 24 : 2038 – 48 .
   Web of Science ®Google Scholar
• Wang , M.C. , Haertel , G.D. and Walberg , H.J. 1990 . What influences learning? A content analysis of review literature . Journal of Educational Research , 84 : 30 – 43 .
   Web of Science ®Google Scholar
• Wang , M.C. , Haertel , G.D. and Walberg , H.J. 1993 . Toward a knowledge base for school learning . Review of Educational Research , 63 : 249 – 94 .
   Web of Science ®Google Scholar
• Wolters , C.A. and Pintrich , P.R. 1998 . Contextual differences in student motivation and self‐regulated learning in mathematics, English, and social studies classrooms . Instructional Science , 26 : 27 – 47 .
   Web of Science ®Google Scholar
• Zimmerman , B.J. and Martinez‐Pons , M. 1990 . Student differences in self‐regulated learning: Relating grade, sex, and giftedness to self‐efficacy and strategy use . Journal of Educational Psychology , 82 : 51 – 9 .
   Web of Science ®Google Scholar
• Zohar , Z. 1999 . Teachers’ metacognitive knowledge and the instruction of higher order thinking . Teaching and Teacher Education , 15 : 413 – 29 .
   Web of Science ®Google Scholar
• Zwart , R.C. 2008 . Teacher learning through reciprocal peer coaching: An analysis of activity sequences . Teaching and Teacher Education , 24 : 982 – 1002 .
   Web of Science ®Google Scholar