THE EFFECT OF GUIDED REFLECTION STRATEGIES ON THE DEVELOPMENT OF METACOGNITION IN ADOLESCENTS

<doi>10.24250/jpe/2/2025/MM/</doi>

Abstract

This paper investigates the impact of guided reflection
strategies on the development of metacognition in high
school students. The present study used a quasiexperimental
design with two parallel groups
(experimental and control), assessing changes in selfawareness
and cognitive self-regulation over an eight-week
period. The results showed significant improvements in
metacognitive awareness and academic performance in the
experimental group, suggesting that guided reflection can
be successfully integrated into teaching activities. The
results indicated a significant increase in scores on the
Metacognitive Awareness Inventory (MAI) and improved
academic performance in Mathematics and Romanian
Language for the experimental group. The conclusions
support the integration of guided reflection into the
curriculum as an effective teaching approach for
stimulating self-regulated learning.