Metacognitive learning and students’ self-improvement in higher education

Researchers in the field of educational psychology have long promoted the importance of metacognition for regulating and supporting student learning. This paper is a report on the findings of a study concerned with assessing students' metacognition in the learning process. The study attempted to clarify the relationship between metacognitive learning and students' motivation for self-improvement. The participants were 331 undergraduate students in helping professions (health and social care and educational services) of Tomas Bata University in Zlín. The results showed that metacognitive learning does not depend on the branch of study or study year and remains consistent during the course of study, i.e. in bachelor’s and master’s degree studies. The largest deficit was recorded in the rate of adaptation to specific teaching situations. In addition, we found that motivation for self-improvement is a strong predictor of metacognitive learning. The findings from this research may support training programs instructing students on how to adopt effective metacognitive skills and strategies and learn how to perform well if they have better control of their learning. © The Turkish Online Journal of Educational Technology