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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.

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.

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.

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.

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).

Metacognition is linked to academic achievement and personal development, especially as it relates to leadership education. The current study investigated the impact of a course in metacognition. Two hundred and fifty one undergraduates were surveyed for metacognitive ability using the Metacognitive Awareness Inventory (MAI) and Metacognitive Rubric (MR) before and after participating in a course either involving metacognitive training or alternative coursework. While minimal demographic differences were found, results showed significant improvement among students who trained in the metacognition class. Curricular development in the area of metacognition is recommended as it relates to leadership education.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

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.

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.

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.