Date of Award

1-1-2007

Document Type

Thesis - ECU Access Only

Publisher

Edith Cowan University

Degree Name

Doctor of Philosophy

School

School of Education

Faculty

Faculty of Education and Arts

First Supervisor

Professor Alison Garton

Second Supervisor

Professor Mark Hackling

Abstract

Metacognition is an intricate construct described as obscure, fuzzy, vague and faddish (see A. L. Brown, 1987; Flavell, 1981a; K. 5. Kitchener, 1983; Wellman, 1983).lt perplexes and intrigues the academic community with its different theoretical bases and interchangeable terms. Many authors have argued that its fuzzy multifaceted nature has led to its colloquial application in research, resulting in studies that fail to identify the theoretical foundation or elements of metacognition. In response to this, the research community has called and continues to call for a comprehensive understanding of the construct of metacognition. This call presented a need for metacognition to be demystified amI reconceptualised, providing researchers with a pellucid conceptualisation of metacognition and ensuring its integrity as one of our prized psychological constructs. This illumination process entailed delving deeply into the theoretical core of metacognition through an extensive critical analysis of the literature. This study has identified and analysed the key conceptual contributions to the construct, and mapped relationships with related concepts through theory reconceptualisation and reorganisation. The taxonomyof metacognition represents the outcome of an in-depth analysis of the major theoretical and research contributions to metacognition.

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