Introduction: Metacognition, More than the Lognes Monster?

Annemie DESOETE, Gökhan ÖZSOY


Metacognition is one of the promising contemporary research fields in psychology and education. The concept has been introduced to describe and explain how people gain control over their learning and thinking, particularly in the case of cognitive failures and difficulties they meet when dealing with information processing and problem solving (Efklides & Sideridis, 2009; Flavell, 1976). However, although every one agrees that there has to be something as ‘metacognition’ (like the lognes monster?), no one agrees as to what exactly metacognition is about. In addition researchers currently use different concepts for overlapping phenomena (Desoete, 2007; 2008; Desoete & Roeyers, 2006; Desoete & Veenman, 2006). Is self-regulation the same as metacognitive skills? How does calibration fit in?


Special Issue Introduction, Metacognition

Paper Details

Paper Details
Topic Elementary Education
Pages 1 - 6
Issue IEJEE, Volume 2, Issue 1, Special Issue Metacognition
Date of acceptance 01 October 2009
Read (times) 595
Downloaded (times) 314

Author(s) Details


Ghent University, Arteveldehogeschool, Sig, Belgium, Belgium

Gökhan ÖZSOY

Aksaray University, Turkey


Dermitzaki, I.,&Efklides, A. (2003). Goalorientationsandtheireffect on self-conceptandmetacognition in adolescence. Psychology: TheJournal of theHellenicPsychologicalSociety, 10, 214 227.

Desoete, A. (2007). Evaluatingandimprovingthemathematicsteaching-learningprocessthroughmetacognition. Electronic Journal of Research in EducationalPsychology, 5 (3), 705-730.

Desoete, A. (2008). Multi-methodassessment of metacognitiveskills in elementaryschoolchildren: How you test is whatyouget. Metacognition Learning, 3, 189-206.

Desoete, A. (2009). TheEnigma of Mathematical Learning Disabilities: Metacognitionor STICORDI, That’stheQuestion. In D.J. Hacker, J. Dunlosky& A.D. Graesser (Eds.) Handbook of Metacognition in Education(pp. 206-218). Oxon: RoutledgeTayler& Francis Group.

Desoete, A.,&Roeyers, H. (2006). Metacognitivemacroevaluations in mathematical problem solving. Learning andInstruction, 16, 12-25.

Desoete, A.,Roeyers, H. , De Clercq, A. (2003). Can off-linemetacognitionenhancemathematical problem solving? Journal of EducationalPsychology, 95 (1), 188-200.

Desoete, A.,&Veenman, M. (Eds.). (2006). Metacognition in mathematicseducation. NewYork: NOVA.

Efklides, A. (2001). Metacognitiveexperiences in problem solving: Metacognition,motivation, and self-regulation. In A. Efklides, J. Kuhl, & R. M. Sorrentino (Eds.),Trendsandprospects in motivationresearch(pp. 297-323). Dordrecht, TheNetherlands: Kluwer.

Efklides, A. (2006). Metacognitionandaffect: What can metacognitiveexperiencestell usaboutthelearningprocess? EducationalResearchReview, 1, 3-14.

Efklides, A. (2008). Metacognition: Definingitsfacetsandlevels of functioning in relationto self-regulationandco-regulation. EuropeanPsychologist, 13, 277-287.

Efklides, A.,&Sideridis, G. D. (2009). Assessingcognitivefailures. EuropeanJournal ofPsychologicalAssessment, 25, 69-72.

Flavell, J. H. (1976). Metacognitiveaspects of problem solving. In L. B. Resnick (Ed.), Thenature of intelligence(pp. 231-235). Hillsdale, NJ: Erlbaum.

Flavell, J. H. (1979). Metacognitionandcognitivemonitoring: A newarea of cognitivedevelopmentalinquiry. AmericanPsychologist, 34, 906-911.

Koriat, A. (2007). Metacognitionandconsciousness. In P. D. Zelazo, M. Moscovitch, & E.Thompson (Eds.), The Cambridge handbook of consciousness(pp. 289-325).Cambridge, UK: Cambridge UniversityPress.

Kruger, J. (2002). Unskilledandunaware – but why? A replytoKruegerandMueller.Journal of PersonalityandSocialpsychology, 82, 189-192.

Kruger, J.,&Dunning, D. (1999). Unskilledandunaware of it: How difficulties in recognizingone’sownincompetenceleadtoinflated self-assessments. Journal of PersonalityandSocialPsychology, 77, 1121-1134.

Veenman, M. V. J.,&Elshout, J. J. (1999). Changes in the relation between cognitive and  metacognitive skills during the acquisition of expertise. EuropeanJournal of Psychology of Education, XIV, 509-523

Related Papers