{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/107947"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/107947","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Spontaneously produced metacognitive language and achievement in two STEM college courses: An exploratory analysis","abstract":"Metacognition is a valuable tool for learning, due to its role in self-regulated learning (SRL). However, the online setting brings a new challenge of examining metacognition on a large scale and yet metacognition may be especially crucial for learning online. Moreover, SRL strategies may be particularly beneficial for students underrepresented in STEM because, by using these strategies, students may ameliorate or offset some of the difficulties these students typically face in more traditional academic settings. This study investigates whether a relationship exists between spontaneously produced metacognitive phrases and success in two online STEM college courses as well as whether this varies across students from different demographic backgrounds. This study then also looks at course engagement as accounting for some variance in course outcome. To do this, a tool for automatic detection of metacognitive phrases in forum posts from two online STEM courses was used. First the relation between students’ spontaneously produced metacognitive phrases and their academic performance was analyzed and then differences across demographic groups were examined. Second, students’ posts to the forums were analyzed as a potential indicator of engagement. No significant differences between UR-STEM students and non-UR STEM students were found, suggesting that the online space has the potential to equalize the STEM playing field. The nature of metacognitive language varied between the two courses, but the number of forum posts was related to course outcome for both courses. Implications of the results for teaching and learning STEM content in the online space are discussed.","abstract_html":"Metacognition is a valuable tool for learning, due to its role in self-regulated learning (SRL). However, the online setting brings a new challenge of examining metacognition on a large scale and yet metacognition may be especially crucial for learning online. Moreover, SRL strategies may be particularly beneficial for students underrepresented in STEM because, by using these strategies, students may ameliorate or offset some of the difficulties these students typically face in more traditional academic settings. This study investigates whether a relationship exists between spontaneously produced metacognitive phrases and success in two online STEM college courses as well as whether this varies across students from different demographic backgrounds. This study then also looks at course engagement as accounting for some variance in course outcome. To do this, a tool for automatic detection of metacognitive phrases in forum posts from two online STEM courses was used. First the relation between students’ spontaneously produced metacognitive phrases and their academic performance was analyzed and then differences across demographic groups were examined. Second, students’ posts to the forums were analyzed as a potential indicator of engagement. No significant differences between UR-STEM students and non-UR STEM students were found, suggesting that the online space has the potential to equalize the STEM playing field. The nature of metacognitive language varied between the two courses, but the number of forum posts was related to course outcome for both courses. Implications of the results for teaching and learning STEM content in the online space are discussed.","abstract_has_math":false,"creators":["Valdiviejas Cohn, Hannah"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Perry, Michelle"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2020,"date_issued":"2020-08-26T21:54:38Z","date_published":"2020-08-26T21:54:38Z","updated_at":"2026-07-22T22:24:47Z","subjects":["Metacognition, STEM college course, underrepresented STEM students, automatic detection, replication"],"languages":["en"],"rights":["Copyright 2020 Hannah Valdiviejas Cohn"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/107947","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Perry, Michelle"]},{"key":"dc:creator","label":"Author","values":["Valdiviejas Cohn, Hannah"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2020-08-26T21:54:38Z","2020-04-30","2020-05"]},{"key":"dc:type","label":"Dc Type","values":["text","Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Metacognition, STEM college course, underrepresented STEM students, automatic detection, replication"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2020 Hannah Valdiviejas Cohn"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/107947"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Metacognition is a valuable tool for learning, due to its role in self-regulated learning (SRL). However, the online setting brings a new challenge of examining metacognition on a large scale and yet metacognition may be especially crucial for learning online. Moreover, SRL strategies may be particularly beneficial for students underrepresented in STEM because, by using these strategies, students may ameliorate or offset some of the difficulties these students typically face in more traditional academic settings. This study investigates whether a relationship exists between spontaneously produced metacognitive phrases and success in two online STEM college courses as well as whether this varies across students from different demographic backgrounds. This study then also looks at course engagement as accounting for some variance in course outcome. To do this, a tool for automatic detection of metacognitive phrases in forum posts from two online STEM courses was used. First the relation between students’ spontaneously produced metacognitive phrases and their academic performance was analyzed and then differences across demographic groups were examined. Second, students’ posts to the forums were analyzed as a potential indicator of engagement. No significant differences between UR-STEM students and non-UR STEM students were found, suggesting that the online space has the potential to equalize the STEM playing field. The nature of metacognitive language varied between the two courses, but the number of forum posts was related to course outcome for both courses. Implications of the results for teaching and learning STEM content in the online space are discussed.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo terms","The student, Hannah Valdiviejas Cohn, accepted the attached license on 2020-04-30 at 10:29.","The student, Hannah Valdiviejas Cohn, submitted this Thesis for approval on 2020-04-30 at 10:34.","This Thesis was approved for publication on 2020-04-30 at 13:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15125 on 2020-08-25 at 17:10:03","Made available in DSpace on 2020-08-26T21:54:38Z (GMT). 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Moreover, SRL strategies may be particularly beneficial for students underrepresented in STEM because, by using these strategies, students may ameliorate or offset some of the difficulties these students typically face in more traditional academic settings. This study investigates whether a relationship exists between spontaneously produced metacognitive phrases and success in two online STEM college courses as well as whether this varies across students from different demographic backgrounds. This study then also looks at course engagement as accounting for some variance in course outcome. To do this, a tool for automatic detection of metacognitive phrases in forum posts from two online STEM courses was used. First the relation between students’ spontaneously produced metacognitive phrases and their academic performance was analyzed and then differences across demographic groups were examined. Second, students’ posts to the forums were analyzed as a potential indicator of engagement. No significant differences between UR-STEM students and non-UR STEM students were found, suggesting that the online space has the potential to equalize the STEM playing field. The nature of metacognitive language varied between the two courses, but the number of forum posts was related to course outcome for both courses. Implications of the results for teaching and learning STEM content in the online space are discussed.","Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2020-08-25 without embargo terms","The student, Hannah Valdiviejas Cohn, accepted the attached license on 2020-04-30 at 10:29.","The student, Hannah Valdiviejas Cohn, submitted this Thesis for approval on 2020-04-30 at 10:34.","This Thesis was approved for publication on 2020-04-30 at 13:32.","DSpace SAF Submission Ingestion Package generated from Vireo submission #15125 on 2020-08-25 at 17:10:03","Made available in DSpace on 2020-08-26T21:54:38Z (GMT). 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