Metacognitive Processes: Congnitive and Thymic Regulation

Course Information
TitleΜεταγνωστικές Διεργασίες και Ρύθμιση του Γνωστικού και του Θυμικού / Metacognitive Processes: Congnitive and Thymic Regulation
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter
Course ID600016278

Programme of Study: Cognitive Psychology and Applications

Registered students: 8
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory Course1110

Class Information
Academic Year2022 – 2023
Class PeriodWinter
Faculty Instructors
Weekly Hours2
Total Hours26
Class ID
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
Language of Instruction
  • Greek (Instruction, Examination)
General Prerequisites
Learning Outcomes
By the end of the course students are expected to achieve: (α) an in-depth knowledge of concepts and theories about metacognition, affect, and their interaction with learning in different ages and various contexts. (b) an in-depth knowledge of the basic principles for designing intervention for cognitive and affective regulation in different ages and various contexts. (c)an in-depth knowledge of research methods and aquire research skills (d)writing skills (e)oral presentation skills (f)cooperation skills
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Work in teams
  • Work in an international context
  • Work in an interdisciplinary team
  • Generate new research ideas
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
The course covers issues on metacognition and regulation of cognition and affect. Specifically, they are presented different kinds of metacognitive processes along with the respective theoretical approaches and methods of study, as well as relations between metacognitive processes, memory, learning and affect. They are marked the effects of affective and social factors on metacognitive processes and the role of metacognitive knowledge and experiences on learning and thinking. Emphsis also is given on the metacognitive skills and the use of cognitive and metacognitive strategies in self-regulated learning and in affect regulation.
Metacognitive processes, emotions, affect, learning, self-regulation, self-regulated learning
Educational Material Types
  • Slide presentations
  • articles and books
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Power point for class presentations. Use of e-learning (Moodle) for sending the course material and communicating with students.
Course Organization
Reading Assigment1044
Written assigments1284.9
Student Assessment
Students will be evaluated as follows: --class participation (10% of the final grade) --2 oral presentations in class(in groups of 2)(20% of the final grade). -1 essay (a review article of 15-20 pages on one of the themes discussed in class)(40% of the final grade) - oral exams after the completion of the lesson(30% of the final grade)
Student Assessment methods
  • Written Assignment (Summative)
  • Oral Exams (Summative)
  • Performance / Staging (Summative)
Additional bibliography for study
Αγγλική και ελληνική βιβλιογραφία από βιβλία και άρθρα από βιβλιογραφικές βάσεις Ενδεικτική βιβλιογραφία για μελέτη των θεμάτων που θα παρουσιαστούν --Bailey, P. E., & Henry, J. D. (2008). Growing less empathic with age: Disinhibition of the self-perspective. The Journals of Gerontology: Series B: Psychological Sciences and Social Sciences, 63, 219-226. --Bjork, R. A., Dunlosky, J., & Kornell, N. (2013). Self-regulated learning: Beliefs, techniques, and illusions. Annual Review of Psychology, 64, 417-444. Doi: 10.1146/annurev-psych-113011-143823 --Brockman, R., Ciarrochi, J., Parker, P., & Kashdan, T. (2016). Emotion regulation strategies in daily life: mindfulness, cognitive reappraisal, and emotion suppression. Cognitive Behaviour Therapy, 46, 91-113. --Carver, C. S. (2015). Control processes, priority management, and affective dynamics. Emotion Review, 7, 301-307. Doi: 10.1177/1754073915590616 --Davis, E. L., Levine, L. J., Lench, H. C., & Quas, J.A. (2010). Metacognitive Emotion Regulation: Children’s Awareness that Changing Thoughts and Goals Can Alleviate Negative Emotions. Emotion, 10, 498-510. --De Boer, H., Donker, A. S., Kostons, D. N. M., & van der Werf, G. P. C. (2018). Long-term effects of metacognitive strategy instruction on student academic performance: A meta-analysis. Educational Research Review, 24, 98-115. --Dent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28, 425-474. --Δερμιτζάκη, Ε. (2017). Προάγοντας τις δεξιότητες των μαθητών να μαθαίνουν: Ανάπτυξη της αυτό-ρυθμιζόμενης μάθησης. Αθήνα: Gutenberg. --Dumontheil, I., Apperly, I. A., & Blakemore, S. J. (2010). Online usage of theory of mind continues to develop in late adolescence. Developmental Science, 13, 331-338. --Duval, C., Piolino, P., Bejanin, A., Eustache, F., & Desgranges, B. (2011). Age effects on different components of theory of mind. Consciousness and Cognition, 20, 627-642. --Ebert, S. (2015) Longitudinal Relations Between Theory of Mind and Metacognition and the Impact of Language. Journal of Cognition and Development, 16, 4, 559-586. --Efklides, A. (2008). Metacognition: Defining its facets and levels of functioning in relation to self-and co-regulation. European Psychologist, 13, 277-287. Doi:10.1027/1016-9040.13.4.277 --Efklides, A. (2011). Interactions of metacognition with motivation and affect in self regulated learning: The MASRL model. Educational Psychologist, 46, 6-25. --Efklides, A. (2016). Metamemory and affect. In J. Dunlosky& S. Tauber (Eds.), The Oxford handbook of metamemory (pp. 245-267). New York, NY: Oxford University Press. --Efklides, A., & Misailidi, P. (2019). Emotional self-regulation in the early years: The role of cognition, metacognition and social interaction. In D. Whitebread (Ed.), The SAGE handbook of developmental psychology and early childhood education(pp. 502-516). Thousand Oaks, CA: Sage. --Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911. --Gross, J. J. (2013). Emotion regulation: Taking stock and moving forward. Emotion, 13, 359-365. Doi:10.1037/a0032135 --Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 348-362. Doi:10.1037/0022-3514.85.2.348. --Hughes, C., Jaffee, S. R., Happé, F. G., Taylor, A., Caspi, A., & Moffitt, T. E. (2005). Origins of individual differences in theory of mind: From nature to nurture? Child Development, 76, 356-370. --Händel, M., & Dresel, M. (2018). Confidence in performance judgment accuracy: The unskilled and unaware effect revisited. Metacognition and Learning, 13, 265–285. --Misailidi, P. (2010). Children’s metacognition and theory of mind: Bridging the gap. In A. Efklides & P. Misailidi (Eds.), Trends and prospects in metacognition research (pp. 279-291). NY: Springer. --Naragon-Gainey, K., McMahon, T.P., & Chacko, T.P. (2017). The structure of common emotion regulation strategies: A meta-analytic examination. Psychology Bulletin, 143, 384-427. --Nelson, T. O. (1996). Consciousness and metacognition. American Psychologist, 51, 102–116. --Ohtani, K., & Hisasaka, T. (2018). Beyond intelligence: A meta-analytic review of the relationship among metacognition, intelligence, and academic performance. Metacognition and Learning. Advance online publication. --Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of quantitative and qualitative research. Educational Psychologist, 37, 91-106. --Roebers, C. M. (2017). Executive function and metacognition: Towards a unifying framework of cognitive self-regulation. Developmental Review, 45, 31-51. --Roebers, C. M., Krebs, S. S., & Roderer, T. (2014). Metacognitive monitoring and control in elementary school children: The interrelations and their role for test performance. Learning and Individual Differences, 29, 141-149. --Roebers, C. M., & Spiess, M. (2017). The development of metacognitive monitoring and control in second graders: A short-term longitudinal study. Journal of Cognition and Development, 18(1), 110-128. --Schirda, B., Valentine, T.R., Aldao, A., & Prakash, R.S. (2016). Age-related differences in emotion regulation strategies: Examining the role of contextual factors. Developmental Psychology, 52, 1370-1380. --Strain, A. C., & D’Mello, S. K. (2015). Affect regulation during learning: The enhancing effect of cognitive reappraisal. Applied Cognitive Psychology, 29, 1-19. Doi:10.1002/acp.3049 --Van de Pol, J., De Bruin, A., Van Loon, M. H., & Van Gog, T. (2019). Students’ and teachers’ monitoring and regulation of students’ text comprehension: Effects of comprehension cue availability. Contemporary Educational Psychology, 56, 236-249. --Weiner, B. (2014). The attribution approach to emotion and motivation: History, hypotheses, home runs, headaches/heartaches. Emotion Review, 6(4), 353-361. Doi: 10.1177/1754073914534502 --Wellman, H. M. (2018). Theory of mind: The state of the art. European Journal of Developmental Psychology, 15(6), 728-755.
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