The Impact of Metacognitive Strategy Instruction on the Creative Problem-solving Performance among University Students

• Název práce v češtině: Vliv výuky metakognitivních strategií na kreativní řešení problémů
• Název v anglickém jazyce: The Impact of Metacognitive Strategy Instruction on the Creative Problem-solving Performance among University Students
• Klíčová slova anglicky: Metacognitive Strategy Instruction, Creative Problem-Solving, Complex Problem-Solving, Higher Education
• Akademický rok vypsání: 2023/2024
• Typ práce: bakalářská práce
• Jazyk práce: angličtina
• Ústav: Katedra psychologie a věd o životě (24-KPVZ)
• Vedoucí / školitel: PhDr. Marek Urban, Ph.D.
• Řešitel: skrytý - zadáno a potvrzeno stud. odd.
• Datum přihlášení: 04.12.2023
• Datum zadání: 05.12.2023
• Datum potvrzení stud. oddělením: 21.12.2023
• Datum odevzdání elektronické podoby: 02.05.2024
• Datum proběhlé obhajoby: 14.06.2024
• Předmět: Bachelor Thesis Defense (YBAJSZ01)
• Oponenti: Ellen Zakreski, Ph.D.

Zásady pro vypracování

The research thesis with IMRaD structure, following APA 7th citation principles.

Seznam odborné literatury

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Hargrove R. A. & Nietfeld J. L. (2015). The Impact of Metacognitive Instruction on Creative
Problem Solving. The Journal of Experimental Education, 83:3, 291-318, DOI:
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Hong, E., O'Neil, H. F., Jr., & Peng, Y. (2016). Effects of explicit instructions, metacognition,
and motivation on creative performance. Creativity Research Journal, 28(1),
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Jaušovec, N. (1994). Metacognition in creative problem solving. In M. A. Runco (Ed.), Problem
finding, problem solving, and creativity (pp. 77–95). Ablex Publishing.

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Mayer, R. E. (1998). Cognitive, metacognitive, and motivational aspects of problem solving.
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Mumford, M. D., Mobley, M. I., Reiter‐Palmon, R., Uhlman, C. E., & Doares, L. M. (1991).
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Urban, K., Pesout, O., Kombrza, J., & Urban, M. (2021). Metacognitively aware university students
exhibit higher creativity and motivation to learn. Thinking Skills and Creativity, Volume
42, https://doi.org/10.1016/j.tsc.2021.100963.

Urban, M., Urban, K., & Nietfeld, J. L. (2023). The effect of a distributed metacognitive strategy
intervention on reading comprehension. Metacognition Learning 18, 405–424 (2023).
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Předběžná náplň práce v anglickém jazyce

This thesis focuses on the impact of metacognitive strategy instruction on the creative problem-solving performance among university students. Higher education demands that students not only acquire domain-specific knowledge but also develop effective skills for solving ill-defined (non-routine) problems, such as writing an essay or completing end-of-the-book exercises (Mumford et al., 2019). In his article, Urban & Urban (2023) suggested that applying metacognitive skills is crucial for solving ill-defined problems. However, there is a limited amount of experimental research conducted in university settings on this subject (see Hargrove & Nietfeld, 2015, and Jaušovec, 1994). Therefore, this study aims to address this gap by exploring how metacognitive instruction, or teaching students explicit strategies to think about and regulate their cognitive processes, affects their ability to solve creative problems.

The theoretical section provides an overview of existing research, defining, and analyzing metacognition, metacognitive instruction, and creative problem-solving. It sets the foundation for exploring their interrelationship and significance in higher education.

In the empirical section, the impact of metacognitive instruction on creative problem-solving will be studied in experimental settings. The received data will be analyzed, and findings will be interpreted in line with the formulated hypotheses to draw conclusions about the impact of metacognitive instruction on creative problem-solving performance.