Metacognitive Awareness and Learning Approaches among Graduate Students

Authors

Yuewei Shi, Notre Dame of Maryland UniversityFollow
Leslie Cordie, Auburn UniversityFollow

Author Biography

Yuewei Shi, PhD., is an Assistant Professor in the School of Education at Notre Dame of Maryland University, where he teaches in the master's and doctoral programs. Before joining the Notre Dame of Maryland University, Yuewei worked as an institutional researcher at Oglethorpe University in Georgia. His research expertise includes college teaching and learning, institutional research, college student affairs, and academic quality and accreditation. He teaches research methodology courses in the Instructional/Higher Education Leadership for Changing Populations PhD programs. In addition to teaching and advising students, Yuewei also provides departmental services, including academic program assessment, departmental data management, and reporting. He serves on two SOE committees – the Assessment Committee and Chalk and Wire Technology Committee.

Abstract

This study explored the relationship between metacognitive awareness and learning approaches in two groups of graduate students: direct-pathway students and adult graduate students. Direct-pathway students transitioned directly from their undergraduate programs to graduate school, while adult graduate students had delayed entry, typically after age 25 and after working for several years. To investigate differences between the two groups, we utilized a self-reported survey incorporating the Metacognitive Awareness Inventory (MAI) and the Study Skills Inventory for Students (ASSIST). Survey data was analyzed to determine if the groups differed in their metacognitive awareness and learning approaches. The findings revealed that adult graduate students exhibited significantly higher levels of overall metacognitive awareness, knowledge about regulation, and regulation of cognition compared to direct-pathway students. Additionally, the analysis of learning approaches indicated that direct-pathway students tended to favor surface learning strategies, while adult graduate students demonstrated a preference for strategic and deep learning approaches. Given these significant differences, it may be crucial for instructors and curriculum designers to consider tailoring graduate coursework to maximize individual learning for both groups. Personalized and holistic learning strategies, such as reflective practices and peer learning communities, could be particularly beneficial in fostering effective learning outcomes in graduate programs to develop lifelong learners.

Copyright held by

Y. Shi and L. Cordie