Metacognition and self-efficacy in action: How first-year students monitor and use self-coaching to move past metacognitive discomfort during problem solving, Halmo Stephanie M, Stanton Julie Dangremond, and Yamini Kira A, CBE—Life Sciences Education, Volume 23, p.ar13 (2024)
This qualitative study of 52 first-year life science students’ metacognition and self-efficacy in action shows that students monitor in a myriad of ways and use self-coaching to overcome the discomfort associated with being metacognitive while solving challenging biochemistry problems.