دانلود رایگان مقاله انگلیسی دستیابی به فراشناخت از طریق ساختار استراتژی فراشناختی - امرالد 2017

INTRODUCTION

Learning is an essential part of human life, especially at a young age. We start learning on an instinctive level with our first breath, but only later do cognitive processes develop both naturally, through contact with the external environment, and explicitly, through structured instruction in various educational institutions. These institutions intend to accelerate and improve on the natural learning process. In order to assess the effectiveness of learning, scholars in the educational field have developed a taxonomy (Anderson & Krathwohl, 2001), which presents the learning process as a progressive acquisition of knowledge and skills starting from the remembering and understanding of new information - to the application, analysis and evaluation, and finally, creation of new knowledge which culminates Bloom’s learning pyramid (see Exhibit 1).

Future Research

Future research can extend this study to other contexts such as different disciplines and countries, and investigate gender differences uncovered in this study. Gender differences may be a particularly interesting topic to study as our results reveal some counter-intuitive findings. When examining issues, male students had more focus on employment, work-study trade-off after graduation and were thinking more about starting a family. On the other hand, female students were more uncertain what to do after graduation, were considering entrepreneurship more than their male peers, and work-life balance, social life, and immediate purchases. Gender differences were also found in values, for instance, male respondents appreciated intellect, learning and modest behavior, while female students valued more respect, understanding and piety. Interestingly, gender analysis of criteria revealed that male students gave more priority to family related criteria than the females. On the other hand, female students placed more importance on character, personality, personal and reputational criteria. Finally, in terms of personal competencies that students believed they could offer to the future employers, we discovered that while male respondents focused on work ethics, female students seem to emphasize education, experience and motivation (no male respondent mentioned any of these categories). Future research in this area can be further extended in both, university context, and working environment. It can also be suggested to conduct a longitudinal study to evaluate the changes taking place in young professionals in terms of their values and aspirations before and after graduation, as well as a few years into their professional career.