Search results

1 – 10 of 963
To view the access options for this content please click here
Article

Dong‐Won Choi

The purpose of this study is to examine the unique effect that shared metacognition has on negotiation – over and above the effect of simply having similar views.

Abstract

Purpose

The purpose of this study is to examine the unique effect that shared metacognition has on negotiation – over and above the effect of simply having similar views.

Design/methodology/approach

An experiment was conducted where it was systematically varied whether the negotiators explicitly knew or did not know that their opponent had a similar view of the negotiation task.

Findings

Results showed that having shared metacognition promoted: cooperative negotiation, accurate insight into the opponent's point values (which was correlated with increased joint gain), and increased satisfaction regarding the negotiation outcome. Moreover, this was the case across different conditions in which negotiators' negotiation task view and motivation were varied.

Practical implications

The paper suggests that negotiators and mediators can benefit by developing a common understanding of the negotiation and explicitly exchanging this understanding with each other (establishing shared metacognition) prior to engaging in the negotiation. Future studies should examine closely the underlying process of shared metacognition in terms of its impact on negotiation.

Originality/value

Prior research suggests that successful, integrative negotiation depends on negotiators' view of the negotiation task and whether they hold similar views of the negotiation task (shared cognition). Implicit in this research is that the negotiating parties not only had similar views of the negotiation task but also may have explicitly known that they did so (shared metacognition).

Details

International Journal of Conflict Management, vol. 21 no. 3
Type: Research Article
ISSN: 1044-4068

Keywords

To view the access options for this content please click here
Article

Dan S. Chiaburu, Inchul Cho and Richard Gardner

Metacognition – or learning how to learn – is an important competence in business and academic settings. The purpose of this paper is to examine individual difference…

Abstract

Purpose

Metacognition – or learning how to learn – is an important competence in business and academic settings. The purpose of this paper is to examine individual difference predictors of metacognition, including two traditional (general mental ability (GMA), five-factor model (FFM) personality traits) ones, and a novel one, individual authenticity.

Design/methodology/approach

Volunteers (n=243) were asked to rate the extent to which they agreed with the respective statements on a seven-point Likert-type scale for GMA, FFM personality traits, and authenticity measures. Data were collected at different points in time to introduce psychological separation among the study measures.

Findings

The authors found that while metacognition is not predicted by GMA, it is positively predicted by two of the five-factor model personality traits, conscientiousness, and extraversion. More importantly, the authors examined that individuals’ authenticity – in the form of (low) self-alienation – will enhance metacognition, over-and-above the previously mentioned predictors.

Originality/value

The authors attempt to broaden the understanding of authenticity and its relationship with another important outcome construct, metacognition along with GMA and personality traits, in academic settings.

Details

Industrial and Commercial Training, vol. 47 no. 7
Type: Research Article
ISSN: 0019-7858

Keywords

To view the access options for this content please click here
Article

Genevieve Gorrell, Barry Eaglestone, Nigel Ford, Peter Holdridge and Andrew Madden

The purpose of this paper is to describe: a new taxonomy of metacognitive skills designed to support the study of metacognition in the context of web searching; a data…

Abstract

Purpose

The purpose of this paper is to describe: a new taxonomy of metacognitive skills designed to support the study of metacognition in the context of web searching; a data collection instrument based on the taxonomy; and the results of testing the instrument on a sample of university students and staff.

Design/methodology/approach

The taxonomy is based on a review of the literature, and is extended to cover web searching. This forms the basis for the design of the data collection instrument, which is tested with 405 students and staff of Sheffield University.

Findings

Subjects regard the range of metacognitive skills focused on as broadly similar. However, a number of significant differences in reported metacognition usage relating to age, gender and discipline.

Practical implications

These findings contribute to the long‐term aims of the research which are to: develop a model of the actual and potential role of metacognition in web searching, and identify strategic “metacognitive interventions” that can be built into an intelligent information retrieval system, driven by the model, capable of enhancing retrieval effectiveness by compensating for metacognitive weaknesses on the part of the searcher.

Originality/value

The value of the paper lies in: the consideration of metacognition in the context of web searching, the presentation of an extensible taxonomy of metacognitive skills, development and testing of a prototype metacognitive inventory, finding of significant differences in reported metacognition usage according to age, gender and discipline, and reflection of the implications of the results for future research into web searching.

Details

Journal of Documentation, vol. 65 no. 3
Type: Research Article
ISSN: 0022-0418

Keywords

To view the access options for this content please click here
Article

Paul R. Lyons and Randall Paul Bandura

In this exploratory, correlational study the authors set out to demonstrate the relationships as well as inter-correlations among direct and indirect performance measures…

Abstract

Purpose

In this exploratory, correlational study the authors set out to demonstrate the relationships as well as inter-correlations among direct and indirect performance measures, along with measures of knowledge of cognition, and evaluation of cognition. The information helps inform manager learning and development. The purpose of this paper is twofold: first, primary purpose, to identify linkages of performance with individual’s efforts to improve their learning processes via metacognition; and second, secondary purpose, primarily for the benefit of practitioners, is the provision of detailed information regarding performance measures and practical measures of metacognition.

Design/methodology/approach

The study made use of correlation analysis among performance measures and measures of metacognitive effort. The design is not intended to support cause and effect relationships, nor demonstrate the technical, predictive value of measures.

Findings

A majority of associations among indirect performance measures with one another and with nearly all of the measures of knowledge of cognition, and evaluation of cognition were positive and significant (mostly at the 0.01 level). Findings offer broad support for the linkage of self-efficacy (SE), and core self-evaluation (CSE) with performance.

Practical implications

Relationships identified in this study may help practitioners alter and improve their practices/methods of identifying individuals who possess attributes that are highly related to performance and learning. The new knowledge may influence decisions about recruitment, selection and training.

Originality/value

Little research has focused on relationships among indirect performance indicators such as SE, CSE and established measures of metacognition. The present study helps to identify important relationships.

Details

Journal of Management Development, vol. 38 no. 3
Type: Research Article
ISSN: 0262-1711

Keywords

To view the access options for this content please click here
Book part

Emilio Bellini and Silvia Castellazzi

This chapter explores the role of individual cognitive abilities in the radical innovation of business models and their value proposition. The focus on a specific…

Abstract

This chapter explores the role of individual cognitive abilities in the radical innovation of business models and their value proposition. The focus on a specific cognitive construct – metacognition – contributes to understanding the specificities of “criticism,” an approach relevant to addressing the challenges of the radical innovation of value drivers. Based on empirical data, this exploratory research identifies the characteristic elements of criticism from a metacognition perspective, pinpointing the key moments and attitudes of innovators, i.e., cognition of own cognition. The analysis of the findings shows that successful innovators are able to leverage the perception and control of own cognition to more effectively develop and negotiate the radical innovation of the business model in their organization, going beyond the dichotomy between rational and affective mental states. This chapter concludes with a discussion and future research outlook.

Details

Business Models and Cognition
Type: Book
ISBN: 978-1-83982-063-2

Keywords

To view the access options for this content please click here
Article

Marina Apaydin and Mohamad Hossary

The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom’s learning taxonomy and progress toward…

Abstract

Purpose

The purpose of this paper is to present hands-on techniques that could help achieve higher forms of cognitive work of Bloom’s learning taxonomy and progress toward self-actualization, the top of Maslow’s hierarchy of needs. These results can be achieved by the combination of Apaydin’s 3A approach and integrative learning.

Design/methodology/approach

The results of the exploratory study of student self-inquiry are analyzed using content analysis method.

Findings

The results indicate that students who underwent through metacognitive instruction exhibit higher cognitive skills than the control group. These skills were manifested in more detailed and extensive responses, more long-term orientation, and higher thrive toward self-development. The study also identified significant gender differences.

Research limitations/implications

Only two raters reviewed the categories. Increasing the number of raters would potentially increase the reliability and validity of this study. The data were collected in one university in one country. Similar studies conducted in different settings could produce different results. Since the control group was self-selected, it might lead to a performance bias in this group.

Practical implications

This research has practical implications for improving self-awareness and metacognition of the students. The addition of an unexpected self-applied perspective and application of Problem Solving Algorithm (PSA) to themselves enables the students to see the value of otherwise abstract concepts presented in the textbooks and forgotten immediately after the semester is over.

Social implications

The students can be socially more prepared to become self-aware professionals and thus improve their career options.

Originality/value

To the authors’ knowledge, this is the first study in the educational research which investigates the impact of implementation of metacognitive instructional techniques on student self-awareness and performance, which has immediate practical implication for student learning and success.

Details

International Journal of Educational Management, vol. 31 no. 6
Type: Research Article
ISSN: 0951-354X

Keywords

To view the access options for this content please click here
Article

Paul R. Lyons and Randall P. Bandura

The purpose of this paper is to express metacognitive functioning in general terms and to explain how it influences employee learning/knowledge acquisition…

Abstract

Purpose

The purpose of this paper is to express metacognitive functioning in general terms and to explain how it influences employee learning/knowledge acquisition, self-regulation, engagement and growth mind-set.

Design/methodology/approach

The authors provide a viewpoint grounded on a review of recent research regarding the regulation of learning on-the-job. Concepts are expressed in a direct manner for the use of human resource practitioners and managers.

Findings

Metacognition is mental work that helps one to regulate and improve his/her learning. The authors find that there are ways for human resource practitioners and/or managers to assist employees improve their learning practices that ultimately influence work activities and outcomes.

Originality/value

Metacognition is not a scientific mumbo-jumbo; it represents how one learns to learn. In organizations, it is important to understand how a typical employee may improve her/his learning processing and learning outputs. Authors suggest that practitioners and managers attain some understanding of metacognition and how one may stimulate improved learning processing in employees.

Details

Human Resource Management International Digest, vol. 26 no. 6
Type: Research Article
ISSN: 0967-0734

Keywords

To view the access options for this content please click here
Article

Jonathan Jones, Céline Souchay, Chris Moulin, Shirley Reynolds and Anna-Lynne Adlam

Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT…

Abstract

Purpose

Cognitive Behavioural Therapy (CBT) is an evidence-based treatment for common mental health problems that affect children, young people and adults. The suitability of CBT for children has been questioned because it requires children to think about their thoughts, feelings and behaviours. The purpose of this paper is to investigate which cognitive and affective capacities predict children’s ability to relate thoughts, feelings and behaviours.

Design/methodology/approach

A total of 59 typically developing children aged between 8 and 11 years took part in the study. CBT skills were assessed on a story task that required children to relate the character’s thoughts to their feelings and behaviours. Children also completed an assessment of IQ, a feeling-of-knowing metamemory task that assessed metacognition, and a higher-order theory of mind task. Furthermore, parents rated their child’s empathy on the children’s empathy quotient.

Findings

The findings suggest that CBT is developmentally appropriate for 8–11 year old children; however, young children and children with mental health problems may have impaired metacognition and CBT skills. Metacognition and empathy may moderate the efficacy of child CBT and warrant further investigation in clinical trials.

Originality/value

This study provides evidence for the cognitive and affective skills that might predict the outcome of CBT in children. Metacognition and empathy predict children’s ability to relate thoughts, feelings and behaviours, and therefore may moderate the efficacy of CBT.

Details

Journal of Children's Services, vol. 14 no. 1
Type: Research Article
ISSN: 1746-6660

Keywords

To view the access options for this content please click here
Article

Boris Urban and Eric Wood

Innovation is a multi-dimensional phenomenon and at the firm level incorporates the behaviors and interactions of individuals and various organizational factors. Not only…

Abstract

Purpose

Innovation is a multi-dimensional phenomenon and at the firm level incorporates the behaviors and interactions of individuals and various organizational factors. Not only are entrepreneurship and innovation complementary, but a combination of the two is vital to organizational success. The purpose of this paper is to respond directly to research calls to provide an integrated model of corporate entrepreneurship (CE) which encompasses both organizational- and individual-level factors.

Design/methodology/approach

A model was formulated in accordance with the study hypotheses and statistically tested. A sample of 784 responses from the South African financial sector was surveyed. Structural equation modeling (SEM) was used to test for model fit.

Findings

The results support the hypotheses that it is through the interaction of the firm (in establishing corporate building blocks), and the individual (through entrepreneurial alertness and metacognitions) that CE activity is realized. SEM results showed that entrepreneurial alertness had the greatest direct path impact on CE.

Practical implications

Managers need to understand and leverage corporate building blocks in a manner that influences employee’s respective levels of entrepreneurial alertness and metacognitions in order to foster CE.

Originality/value

The study is one of the first to model and empirically test causal links between corporate building blocks, entrepreneurial alertness, metacognitions, and CE at the firm level. Moreover, the study takes place in an under-researched African context, allowing for fresh insights to evolve.

Details

European Journal of Innovation Management, vol. 20 no. 4
Type: Research Article
ISSN: 1460-1060

Keywords

To view the access options for this content please click here
Article

Daniel Paiva

The purpose of this paper is to show how material gathering and elicitation can induce metacognition and metaemotions in interviewees and its usefulness for the study of…

Abstract

Purpose

The purpose of this paper is to show how material gathering and elicitation can induce metacognition and metaemotions in interviewees and its usefulness for the study of affective phenomena.

Design/methodology/approach

The author will draw on the exploratory study on sound affects conducted with five individuals in Lisbon’s metropolitan area in order to discuss these aspects. After presenting the methodology, the author will address the concepts of metacognition and metaemotion. Afterwards, the author will explain how these occur during the gathering of data by ordinary people and the use of elicitation of materials during interviews.

Findings

Metacognitive and metaemotional experiences can be triggered through material gathering and their elicitation during interviews with the purpose of identifying aspects of the everyday experience that are usually unnoticed. Furthermore, they are instrumental to obtain empirical data that illustrates subjects in their everyday lives as simultaneously affective-reactive and reflexive, meaning-making individuals.

Originality/value

The interview has often been disregarded as a method for interpreting affective phenomena. However, the author argue that this method remains very useful to address the distinct interpretations that subjects make of themselves and their emplaced experiences, by calling for attention to the role of metacognition and metaemotions, an instrumental yet unrecognized tool for interpreting affective phenomena.

Details

Qualitative Research Journal, vol. 16 no. 1
Type: Research Article
ISSN: 1443-9883

Keywords

1 – 10 of 963