Making sense of how I learn: Metacognitive capital and the first year university student
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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.
The International Journal of the First Year in Higher Education
Copyright remains with the authors 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.