The aim of the present study is to determine the relationship between metacognition and decision making and whether metacognitive strategy instruction is effective in improving decision-making performance. Previous research results in the field demonstrated a relationship between metacognitive awareness and decision-making performance. Regulation of cognition was shown to have a greater impact on decision making than did knowledge of cognition. Metacognitive strategy instruction was found to be beneficial to those in the below-average group, but not to those in the average or above-average groups. This study, using the elaborated learning and knowledge building model (ADVP model), derived from Pelletier & Bujold’s knowledge model for supporting career teacher development in the temporarily extended organizations of universities and schools. It investigated the main model components in the context of teachers’ professional development, the kind of technological barriers to be overcome in order to implement such a model, and the application scenarios of an ADVP model. Exactly this model has been used here with a sample of 287 students of Primary Education Taught Course, University of Palermo. The results form the basis for some general conclusions and a number of problems are identified, concerning the heterogeneity and the power of effects, the representation of self and jobs, the concept of vocational guidance for students, the boosting of their activity and the level of their goals.
Cappuccio, G. (2012). ADVP technology-supported model the development of metacognitive strategies during teacher training academic studies. REM, vol. 4(vol. 4, n. 1), 85-95.