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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Metacognition and Self-Regulated Learning :/
Reminder of title:	Can the Metacognitive Capabilities of Employed Adults Improve Through the Use of a Well-Designed Learning Intervention?
Author:	Mandeville, Gertrude.
Description:	1 online resource (193 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-11, Section: A.
Contained By:	Dissertations Abstracts International83-11A.
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28967854click for full text (PQDT)
ISBN:	9798438799610

Metacognition and Self-Regulated Learning : = Can the Metacognitive Capabilities of Employed Adults Improve Through the Use of a Well-Designed Learning Intervention?
Mandeville, Gertrude.

Metacognition and Self-Regulated Learning :Can the Metacognitive Capabilities of Employed Adults Improve Through the Use of a Well-Designed Learning Intervention? - 1 online resource (193 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: A.

Thesis (Ed.D.)--The Chicago School of Professional Psychology, 2022.

Includes bibliographical references

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.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438799610Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

MetacognitionIndex Terms--Genre/Form:

542853
Electronic books.

Metacognition and Self-Regulated Learning : = Can the Metacognitive Capabilities of Employed Adults Improve Through the Use of a Well-Designed Learning Intervention?
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520 $a 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.
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