Universal Journal of Educational Research Vol. 4(6), pp. 1442 - 1451
DOI: 10.13189/ujer.2016.040623
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Academic Maturation and Metacognitive Strategies in Academic Research and Production


Jelena Filipović 1,*, Ana Jovanović 2
1 Department of Iberian Studies, Faculty of Philology, University of Belgrade, Serbia
2 Department of Hispanic Studies, Faculty of Philology and Arts, University of Kragujevac, Serbia

ABSTRACT

This qualitative research aims at linking recent findings related to cognition and self-regulated learning with complexity-driven educational framework that promotes Teacher-Learner communities of practice, in which knowledge is generated and constructed through a complex process of reflection and negotiation. Building on the data that was obtained through a textual academic literary self-report, we explore students' engagement and agency in the activities that are inherent to higher levels of academic education (Ph.D. studies), that is, researching, reading, writing, participating and interaction with other members of academic communities. The results are relevant for our deeper understanding of academic maturation from the cognitive and socio-cultural perspective within a complexity-driven, transdisciplinary educational paradigm.

KEYWORDS
Academic Writing, Academic Maturation, Metacognitive Strategies, Qualitative Research, Complexity and Transdisciplinarity

Cite this paper
Jelena Filipović , Ana Jovanović . "Academic Maturation and Metacognitive Strategies in Academic Research and Production." Universal Journal of Educational Research 4.6 (2016) 1442 - 1451. doi: 10.13189/ujer.2016.040623.