Abstract:

Metacognition is an essential skill in today's society and seems to be a key competence in lifelong learning (European Framework of Life-long Learning, 2002). It is well known within the literature that metacognition is related to high academic performance and motivation, and contributes to an in-depth learning process. Metacognitive learning allows students to actively get involved in the learning process and to control and regulate their learning. Students can use metacognitive learning in different contexts, from home contexts to the school and classroom ones. In the classroom context, metacognition is strongly related to the instructional practices that teachers use daily, to how students perceive the feedback from teachers, and how instruction is adapted. This study aims to examine the relationships between metacognition, teacher-directed instruction, adaptation of instruction, and perceived feedback. To explore the relationship between these variables we have conducted a second analysis of the PISA database for the Romanian students who participated in the Program for International Student Assessment in 2018. Our results indicate that metacognition is negatively and significantly correlated to teacher-directed instruction and perceived feedback. Regarding metacognition and adaptation of instruction, it seems that only one subscale of metacognition – understanding, and remembering - was positively and significantly correlated to the adaptation of instruction.

Keywords:

Metacognition, teacher-directed instruction, perceived feedback.