Regulation of Cognition as a Mediator in the Relationship Between Knowledge of Cognition and Perceived Self-Intervention

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Abstract

Self-assessment is an important tool enabling learners at the level of higher education to control and construct their learning processes. To allow for further study, we modified a web-based self-assessment system to provide individuals with the opportunity to test and retest their own learning and receive feedback. This study included 59 students. Following completion of the test, feedback was structured based on a comparison of the student’s performance to the standard performance, their position in the group and their previous performances. Each test deadline had to be waited for determining the positions in the group of students and the delayed feedback were sent to the learners by e-mail. Through this external feedback, learners were able to intervene in their own learning process, thus achieving better future learning prospects and to observe the effectiveness of these intervention though feedback from the next assessment. We defined this process as the self-intervention perception process due to the active participation of the learner. The determination of the structures that affect the meaning and using of the feedback received by the learners were at the forefront. This study aimed to examine the relation between learners’ metacognitive awareness and their self-intervention perceptions and create a learner profile based on this information. Participants also completed Perceived Self-Intervention Scale and the Metacognitive Awareness Inventory. Learners with high levels of metacognitive skills awareness were found to have high levels of perceived self-intervention. Furthermore, knowledge of cognition had indirect effects on the perception of self-intervention, and that the regulation of cognition was the mediator variable.

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