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  • Making sense of how I learn: Metacognitive capital and the first year university student

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    Author(s)
    Larmar, Stephen
    Lodge, Jason
    Griffith University Author(s)
    Larmar, Stephen A.
    Lodge, Jason
    Year published
    2014
    Metadata
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    Abstract
    The retention and engagement of students entering universities globally has been a significant priority area in higher education over the last decade in alignment with a widening participation agenda. Research focusing on the successful transition of first year students has been widespread and contributed to the current body of knowledge focusing on best practices in engaging first year students. This paper focuses on a factor of significant and growing importance in this context: critical thinking. We argue that students who are not equipped with sufficient metacognitive capital when entering university are at increased ...
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    The retention and engagement of students entering universities globally has been a significant priority area in higher education over the last decade in alignment with a widening participation agenda. Research focusing on the successful transition of first year students has been widespread and contributed to the current body of knowledge focusing on best practices in engaging first year students. This paper focuses on a factor of significant and growing importance in this context: critical thinking. We argue that students who are not equipped with sufficient metacognitive capital when entering university are at increased risk of attrition. Further, we suggest some possible avenues for intervention.
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    Journal Title
    The International Journal of the First Year in Higher Education
    Volume
    5
    Issue
    1
    DOI
    https://doi.org/10.5204/intjfyhe.v5i1.193
    Copyright Statement
    © The Author(s) 2014. This is an Open Access article distributed under the terms of the Creative Commons Attribution 3.0 Austria (CC BY 3.0 AT) License (http://creativecommons.org/licenses/by/3.0/at/deed.en_GB), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
    Subject
    Higher Education
    Education Systems
    Curriculum and Pedagogy
    Specialist Studies in Education
    Publication URI
    http://hdl.handle.net/10072/61330
    Collection
    • Journal articles

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