Special issue Article
Impact of the Metacognitive Educational Program Cogni'Scol on the Academic Success of Middle School Students
Pauline Allix,
Amélie Lubin, Céline Lanoë, Arnaud Mortier, Sandrine Rossi,
Corresponding Author
Pauline Allix
UNICAEN, LPCN, Normandie Université
Address correspondence to Pauline Allix and Sandrine Rossi, UNICAEN, LPCN, Normandie Université, Caen, France; e-mail: [email protected]; [email protected]
Search for more papers by this authorCorresponding Author
Sandrine Rossi
UNICAEN, LPCN, Normandie Université
Address correspondence to Pauline Allix and Sandrine Rossi, UNICAEN, LPCN, Normandie Université, Caen, France; e-mail: [email protected]; [email protected]
Search for more papers by this authorPauline Allix,
Amélie Lubin, Céline Lanoë, Arnaud Mortier, Sandrine Rossi,
Corresponding Author
Pauline Allix
UNICAEN, LPCN, Normandie Université
Address correspondence to Pauline Allix and Sandrine Rossi, UNICAEN, LPCN, Normandie Université, Caen, France; e-mail: [email protected]; [email protected]
Search for more papers by this authorCorresponding Author
Sandrine Rossi
UNICAEN, LPCN, Normandie Université
Address correspondence to Pauline Allix and Sandrine Rossi, UNICAEN, LPCN, Normandie Université, Caen, France; e-mail: [email protected]; [email protected]
Search for more papers by this authorAbstract
What can be done to promote the academic success of learners? More than a question, it is a major challenge of our time. In this perspective, metacognition seems to be a way to empower learners to take ownership of their academic success. Considering the recommendations established in the literature, we co-constructed with teachers a metacognitive educational program, called Cogni'Scol, based on brain functioning in learning. Its benefits were determined through a longitudinal study focusing on the academic success of French students. We followed sixth grade students over a two-year period who either benefited or not from a weekly session of the Cogni'Scol program. Results showed a significant effect on students' knowledge and representations of brain functioning but not on the students' academic performances mediated by improvements in their metacognition. We conclude with pragmatic reflections for researchers and educational professionals interested in the implementation of educational programs based on brain functioning in learning.
CONFLICT OF INTEREST
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
Open Research
DATA AVAILABILITY STATEMENT
The raw data supporting the conclusions of this article will be made available by the authors upon reasonable request.
Supporting Information
| Filename | Description |
|---|---|
| mbe12398-sup-0001-AppendixS1.pdfPDF document, 434.1 KB | APPENDIX S1. Contents of the Cogni'Scol program, A. The five pedagogical sequences and corresponding lessons addressed with the sixth grade students during the first year of Cogni'Scol, B. The four sequences and corresponding lessons addressed with the same students, in seventh grade during the second year of Cogni'Scol. The figure is designed so that a small box corresponds to one lesson, a medium box corresponds to two lessons, and a large box corresponds to three lessons. |
| mbe12398-sup-0002-AppendixS2.pdfPDF document, 399.6 KB | APPENDIX S2. List of eight items retained from the Neuromyth questionnaire (Ferrero et al., 2016), classified according to general knowledge or neuromyth. |
| mbe12398-sup-0003-AppendixS3.pdfPDF document, 213.8 KB | APPENDIX S3. Graphical representations of additional and exploratory mediation analyses to explore possible content effects of Cogni'Scol on academic performances according to the grade (without a priori hypothesis): A. reading performance evolution between pre-test and mid-term test, B. mathematics performance evolution between pre-test and mid-term test, C. reading performance evolution between mid-term test and post-test, D. mathematics performance evolution between mid-term test and post-test. Note: Letters denote the different effects tested in the mediation analysis, (a x b) indirect effect of group mediated by metacognitive development on academic performances evolution while also taking cognitive development into account, (a) effect of group on metacognitive development controlling for cognitive development, (b) effect of metacognitive development on reading performance evolution controlling for group and cognitive development, (c) direct effect of group on reading performance evolution controlling for cognitive development. *p < .05, **p < .01, ***p < .001. |
Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.
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