**5. References**


<sup>\*</sup> Corresponding Author

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*Burgas University* 7: 112-117.

Praeger, pp. 120-157.

Corresponding Author

 \*

Scientific Publishers, Warsaw, PWN.

**Author details** 

**5. References** 

387-398.

activity and not to overuse it. The use of video games also may become part of educational adolescent activity. It seems hardly achievable to make young persons stop playing the games, and in the light of the presented research it may actually be undesirable to do so. To the contrary, when appropriately used, widely popular games can be utilized as a valuable tool for cognitive training. The positive effects of playing the games stand in opposition to an often held view by the lay public that games, particularly those of aggressive genre, are maleficent. Instead, playing the video games should be knowledgeably used to effectively

Barlett C. & Rodeheffer C. (2009). Effects of realism on extended violent and nonviolent video game play on aggressive thoughts, feelings, and physiological arousal. *Aggress* 

Behm-Morawitz E. & Mastro D. (2009). The effects of the sexualization of female video game characters on gender stereotyping and female self-concept. *Sex Roles* 61(11/12): 808-823. Boot W.R., Kramer A.F., Simons D.J., Fabiani M. & Gratton G. (2008). The effects of video game playing on attention, memory, and executive control. *Acta Psychologica* 129(3):

Borecki L., Tolstych K. & Pokorski M.. (2011). Emotions and coping with stress in video game users. *Management and Education - Academic Journal of 'Prof. Dr. Assen Zlatarov'* 

Brzezinski J. & Hornowska E. (Eds.). (1998). *Wechsler Intelligence Scale WAIS-R.* Polish

Collier J., Liddell Jr. P. & Liddell G. (2008). Exposure of violent video games to children and

Commons M.L. & Richards F.A. (1984). 'A general model of stage theory' - *and* – 'Applying the general stage model'. In: Commons M.L., Richards F.A. & Armon C. (Eds.). *Beyond formal operations*: Vol.1: *Late adolescent and adult cognitive development*. New York:

Demetriou A., Mouyi A. & Spanoudis G. (2010). The development of mental processing. In: Overton W. F. (Ed.), *Biology, cognition and methods across the life-span.* Vol. 1: *Handbook of Life-Span Development.* Editor-in-chief: R. M. Lerner. Hoboken, NJ: Wiley, pp. 36–55.

public policy implications. *Journal of Public Policy & Marketing* 27(1): 107-112.

*The authors have no conflicts of interest to declare in relation to this article.* 

Mieczyslaw Pokorski\*, Lukasz Borecki and Urszula Jernajczyk

*Medical Research Center, Polish Academy of Sciences, Warsaw, Poland* 

*Institute of Psychology, Opole University, Opole, Polan;* 


Schmit S., Chauchard E., Chabrol H. & Sejourne N. (2011). Evaluation of the characteristics of addiction to online video games among adolescents and young adults. Encephale 37(3): 217-23 (Article in French).

**Chapter 8** 

© 2012 Downing, licensee InTech. This is an open access chapter distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

**The Impact of Moving Away from Home on** 

**Undergraduate Metacognitive Development** 

For many freshmen undergraduates around the world, the start of their undergraduate careers are marked by a number of significant challenges, not least amongst these is often the requirement to move away from the family home, usually for the first time, and engage in the processes required to manage your time without parental guidance and intervention. Most students seem to survive this 'rite of passage' and go on to make a success of their studies and the important new social relationships they form at this time. A few do not rise to the challenges, and consequently fail in their adaptation to the new circumstances which confront them. This chapter considers some remarkable quantitative evidence for what the author had previously observed during his career as an academic and residence master in a Hong Kong university. Namely, that moving away from home appears to have a significant

Perhaps the most practical definition of metacognition is that it is 'thinking about thinking' (Flavell, 1999; Metcalfe, 2000; Bogdan, 2000; Downing, 2009a; Ning & Downing 2010) however this definition requires further elaboration, because metacognition also involves knowing how to reflect and analyse thought, how to draw conclusions from that analysis, and how to put what has been learned into practice. In order to solve problems, students are often challenged to understand how their mind functions. In other words, they need to perceive how they perform important cognitive tasks such as remembering, learning and

Kluwe (1987) refined the concept of metacognition by noting two characteristics: the thinker knows something about their own and others' thought processes, and the thinker can pay attention to and change their own thinking. This latter type of metacognition Kluwe calls

positive impact upon the development of metacognition in undergraduates.

Kevin Downing

**1. Introduction** 

problem solving.

http://dx.doi.org/10.5772/47269

**2. Definitions of metacognition** 

Additional information is available at the end of the chapter

