Academic Maturation and Metacognitive Strategies in Academic Research and Production

Autor/inn/en	Filipovic, Jelena; Jovanovic, Ana
Titel	Academic Maturation and Metacognitive Strategies in Academic Research and Production
Quelle	In: Universal Journal of Educational Research, 4 (2016) 6, S.1442-1451 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-3205
Schlagwörter	Communities of Practice; Academic Discourse; Metacognition; Learning Strategies; Educational Research; Qualitative Research; Knowledge Management; Reflection; Graduate Study; Graduate Students; Student Research; Student Development; Interdisciplinary Approach; Difficulty Level; Case Studies; Foreign Countries; Maturity (Individuals); Research Methodology; Critical Reading; Student Participation; Teacher Student Relationship; Writing (Composition); Brazil; Serbia + Suchen Sie Ihr Suchwort? Community; Discourse; Diskurs; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Bildungsforschung; Pädagogische Forschung; Qualitative Forschung; Wissensmanagement; Aufbaustudium; Graduiertenstudium; Hauptstudium; Graduate Study; Student; Students; Studentin; Studentenforschung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Schwierigkeitsgrad; Case study; Fallstudie; Case Study; Ausland; Reifung; Research method; Forschungsmethode; Kritisches Lesen; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schreibübung; Brasilien; Serbien
Abstract	This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was obtained through a textual academic literary self-report, we explore students' engagement and agency in the activities that are inherent to higher levels of academic education (Ph.D. studies), that is, researching, reading, writing, participating and interaction with other members of academic communities. The results are relevant for our deeper understanding of academic maturation from the cognitive and socio-cultural perspective within a complexity-driven, transdisciplinary educational paradigm. (As Provided).
Anmerkungen	Horizon Research Publishing. 506 North Garfield Avenue #210, Alhambra, CA 91801. e-mail: editor@hrpub.org; Web site: http://www.hrpub.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01