Article abstract

Journal of Educational Research and Reviews
Research Article | Published June 2024 | Volume 12, Issue 6, pp. 104-113.
 doi: https://doi.org/10.33495/jerr_v12i6.24.111

 

Chinese Postgraduates’ Use of Metacognitive Strategies in Research Design

 

 

Wei Xu1*

Shan Xu1


 Email Author

Tel. +86-18939933277.

1. School of Education, Shanghai International Studies University, Shanghai, China.

2. Jiuting No. 2 Primary School, Songjiang District, Shanghai, China.

 

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 Citation: Xu W, Xu S (2024). Chinese Postgraduates’ Use of Metacognitive Strategies in Research Design. J. Edu. Res. Rev. 12(6):104-113. doi: 10.33495/jerr_v12i6.24.111.
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 Abstract 

 

This study explored the application of metacognitive strategies by examining the experiences of two Chinese postgraduate students, Mike and Fendy, as they navigated the complexity of the research design stage of their thesis writing. Utilizing semi-structured interviews, observations, and think-aloud protocols, the study analyzed how these students employed planning, monitoring, and evaluation strategies to develop their research questions, select appropriate methods, and manage data collection processes. The findings revealed that both participants tailored their use of metacognitive strategies to their individual research needs, resulting in distinct paths in their respective research design processes. Mike predominantly utilized evaluation strategies, emphasizing the integrity and quality assessment of his work, whereas Fendy excelled in planning and monitoring, focusing on strategic foresight and process adjustments. This study highlighted the significant role of unconscious strategy use, showing that even without deliberate intent, students can be engaged in sophisticated metacognitive practices. These insights contributed to the understanding of metacognition in educational research design, suggesting implications for instructional strategies that can enhance research competencies in academic settings. This research underscored the importance of fostering metacognitive awareness among students to improve their academic and research outcomes.

 

Keywords  Educational research   metacognitive strategy   research design   thesis writing   postgraduate education 

 

 

Copyright © 2024 Author(s) retain the copyright of this article.

This article is published under the terms of the Creative Commons Attribution License 4.0

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