@article{ThienenWeinsteinMeinel2023,
  author    = {Thienen, Julia von and Weinstein, Theresa Julia and Meinel, Christoph},
  title     = {Creative metacognition in design thinking},
  series = {Frontiers in psychology},
  volume    = {14},
  journal   = {Frontiers in psychology},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2023.1157001},
  pages     = {20},
  year      = {2023},
  abstract  = {Design thinking is a well-established practical and educational approach to fostering high-level creativity and innovation, which has been refined since the 1950s with the participation of experts like Joy Paul Guilford and Abraham Maslow. Through real-world projects, trainees learn to optimize their creative outcomes by developing and practicing creative cognition and metacognition. This paper provides a holistic perspective on creativity, enabling the formulation of a comprehensive theoretical framework of creative metacognition. It focuses on the design thinking approach to creativity and explores the role of metacognition in four areas of creativity expertise: Products, Processes, People, and Places. The analysis includes task-outcome relationships (product metacognition), the monitoring of strategy effectiveness (process metacognition), an understanding of individual or group strengths and weaknesses (people metacognition), and an examination of the mutual impact between environments and creativity (place metacognition). It also reviews measures taken in design thinking education, including a distribution of cognition and metacognition, to support students in their development of creative mastery. On these grounds, we propose extended methods for measuring creative metacognition with the goal of enhancing comprehensive assessments of the phenomenon. Proposed methodological advancements include accuracy sub-scales, experimental tasks where examinees explore problem and solution spaces, combinations of naturalistic observations with capability testing, as well as physiological assessments as indirect measures of creative metacognition.},
  language  = {en}
}
@misc{PhilippKristonLanioetal.2019,
  author    = {Philipp, Rebecca and Kriston, Levente and Lanio, Jana and K{\"u}hne, Franziska and H{\"a}rter, Martin and Moritz, Steffen and Meister, Ramona},
  title     = {Effectiveness of metacognitive interventions for mental disorders in adults-A systematic review and meta-analysis (METACOG)},
  series = {Clinical psychology \& psychotherapy},
  volume    = {26},
  journal   = {Clinical psychology \& psychotherapy},
  number    = {2},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {1063-3995},
  doi       = {10.1002/cpp.2345},
  pages     = {227 -- 240},
  year      = {2019},
  abstract  = {We evaluated the effectiveness and acceptability of metacognitive interventions for mental disorders. We searched electronic databases and included randomized and nonrandomized controlled trials comparing metacognitive interventions with other treatments in adults with mental disorders. Primary effectiveness and acceptability outcomes were symptom severity and dropout, respectively. We performed random-effects meta-analyses. We identified Metacognitive Training (MCTrain), Metacognitive Therapy (MCTherap), and Metacognition Reflection and Insight Therapy (MERIT). We included 49 trials with 2,609 patients. In patients with schizophrenia, MCTrain was more effective than a psychological treatment (cognitive remediation, SMD = -0.39). It bordered significance when compared with standard or other psychological treatments. In a post hoc analysis, across all studies, the pooled effect was significant (SMD = -0.31). MCTrain was more effective than standard treatment in patients with obsessive-compulsive disorder (SMD = -0.40). MCTherap was more effective than a waitlist in patients with depression (SMD = -2.80), posttraumatic stress disorder (SMD = -2.36), and psychological treatments (cognitive-behavioural) in patients with anxiety (SMD = -0.46). In patients with depression, MCTherap was not superior to psychological treatment (cognitive-behavioural). For MERIT, the database was too small to allow solid conclusions. Acceptability of metacognitive interventions among patients was high on average. Methodological quality was mostly unclear or moderate. Metacognitive interventions are likely to be effective in alleviating symptom severity in mental disorders. Although their add-on value against existing psychological interventions awaits to be established, potential advantages are their low threshold and economy.},
  language  = {en}
}
@article{PhilippKristonKuehneetal.2020,
  author    = {Philipp, Rebecca and Kriston, Levente and K{\"u}hne, Franziska and Harter, Martin and Meister, Ramona},
  title     = {Concepts of metacognition in the treatment of patients with mental disorders},
  series = {Journal of rational emotive and cognitive behavior therapy},
  volume    = {38},
  journal   = {Journal of rational emotive and cognitive behavior therapy},
  number    = {2},
  publisher = {Springer},
  address   = {New York, NY},
  issn      = {0894-9085},
  doi       = {10.1007/s10942-019-00333-3},
  pages     = {173 -- 183},
  year      = {2020},
  abstract  = {While metacognitive interventions are gaining attention in the treatment of various mental disorders, a review of the literature showed that the term is often defined poorly and used for a variety of psychotherapeutic approaches that do not necessarily pursue the same goal. We give a summary of three metacognitive interventions which were developed within a sound theoretical framework-metacognitive therapy, metacognitive training, and metacognitively-oriented integrative psychotherapies-and discuss their similarities and distinctive features. We then offer an integrative operational definition of metacognitive interventions as goal-oriented treatments that target metacognitive content, which is characterized by the awareness and understanding of one's own thoughts and feelings as well as the thoughts and feelings of others. They aim to alleviate disorder-specific and individual symptoms by gaining more flexibility in cognitive processing.},
  language  = {en}
}
@article{MuwongeSchiefeleSsenyongaetal.2017,
  author    = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry},
  title     = {Self-regulated learning among teacher education students},
  series = {Journal of psychology in Africa},
  volume    = {27},
  journal   = {Journal of psychology in Africa},
  number    = {6},
  publisher = {Routledge},
  address   = {Abingdon},
  issn      = {1433-0237},
  doi       = {10.1080/14330237.2017.1399973},
  pages     = {515 -- 521},
  year      = {2017},
  abstract  = {In the present study, we examined the relationships between motivational beliefs (self-efficacy, task value, and control of learning beliefs) and use of metacognitive learning strategies among teacher education students in Uganda. The sample comprised of 649 students selected from seven universities. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, and analysed using Structural Equation Modelling. Task value and self-efficacy independently and significantly predicted students' reported use of metacognition. Students' self-reported self-efficacy and task value explained 38\% of the variance in their use of metacognition. The evidence suggests interventions aimed at improving teacher education students' metacognitive skills to focus on enhancing their efficacy and value beliefs.},
  language  = {en}
}
@article{FestmanSchwieter2019,
  author    = {Festman, Julia and Schwieter, John W.},
  title     = {Self-concepts in reading and spelling among mono- and multilingual Children},
  series = {Behavioral Sciences},
  volume    = {9},
  journal   = {Behavioral Sciences},
  number    = {4},
  publisher = {MDPI AG},
  address   = {Basel},
  issn      = {2076-328X},
  doi       = {10.3390/bs9040039},
  pages     = {16},
  year      = {2019},
  abstract  = {Cognitive representations and beliefs are what comprise an individual's self-concept. A positive self-concept is related to and influences academic achievement, and the relationship between a domain-specific self-concept and achievement in the same domain is positive and strong. However, insufficient attention has been paid to these issues among multilingual children. More importantly, since instruction strongly contributes to the development of metacognition and executive functions (EFs), and since the bilingual advantage hypothesis holds that the constant management of multiple languages entails benefits for EF, we bring together these important issues in the present study. We examine the relationship between domain-specific self-concepts and standardized assessment of reading and spelling competences against the background of potential differences in self-concept between monolingual and multilingual German children. While between-group comparisons revealed no significant differences for self-concept nor reading competency, monolinguals outperformed multilinguals in spelling. Correlations between domain-specific self-concepts and academic achievement in reading comprehension, reading fluency, and spelling were positive and significant for both groups. Regardless of language background, children's evaluations of their academic achievement (reading and spelling) were realistic. We argue, on a theoretical basis, that metacognition and EFs could facilitate a bilingual advantage and improve educational outcomes.},
  language  = {en}
}