Qi, H. (2024, April), Understanding students' challenges in using their metacognition to enact effective learning strategies   Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada. 10.18260/1-2--46068

\bibitem{asee_peer_46068}
  Qi, H. (2024, April), \emph{Understanding students' challenges in using their metacognition to enact effective learning strategies }
  Paper presented at 2024 ASEE PSW Conference, Las Vegas, Nevada.
  10.18260/1-2--46068

Huihui Qi.  "Understanding students' challenges in using their metacognition to enact effective learning strategies ".  2024 ASEE PSW Conference, Las Vegas, Nevada, 2024, April.  ASEE Conferences, 2024.  https://peer.asee.org/46068 Internet.  11 Jan, 2025

\bibitem{asee_peer_46068}
  Huihui Qi.
  "Understanding students' challenges in using their metacognition to enact effective learning strategies ".
  \emph{2024 ASEE PSW Conference, Las Vegas, Nevada, 2024, April}.
  ASEE Conferences, 2024.
  https://peer.asee.org/46068 Internet.  11 Jan, 2025

@INPROCEEDINGS{asee_peer_46068
author = "Huihui Qi"
title = "Understanding students' challenges in using their metacognition to enact effective learning strategies "
booktitle = "2024 ASEE PSW Conference"
year = "2024"
month = "April"
address = "Las Vegas, Nevada"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/46068}
number = {10.18260/1-2--46068}
}

TY  - CPAPER
AB  - Supporting the development of metacognition is a powerful way to promote student success  in  college.  Students  with  strong  metacognitive  skills  are  positioned  to  learn  more and perform better than peers who are still developing their metacognition. Students with well-developed metacognition can identify concepts they do not understand and select appropriate strategies for learning those concepts. They know how to implement strategies they have selected and carry out their overall study plans. However, students may encounter challenges in using metacognition to inform their learning. To help students develop metacognitive knowledge in the form of conditional and procedural knowledge, instructors can model strategies that align with a learning task and give students opportunities to practice those strategies. In other cases, students may know how, when, and why they should use effective strategies, but they may decide not
to use them because those strategies cause them discomfort. In this study, we aim to understand students' challenges in using their metacognition to enact effective learning strategies. Quantitative and Qualitative analysis were conducted for data collected from survey and interview. 
AU  - Huihui Qi
CY  - Las Vegas, Nevada
DA  - 2024/04/18
PB  - ASEE Conferences
TI  - Understanding students' challenges in using their metacognition to enact effective learning strategies 
UR  - https://peer.asee.org/46068
DO  - 10.18260/1-2--46068
ER  -