Explore the Emerging Themes of Metacognition on Academic Performances in Physical Education and Physical Activity—A Systematic Literature Review with Meta-Synthesis of Qualitative Findings

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To e x p l o r e t h e e m e r g i n g t h e m e s o f metacognition on academic performances in physical PE and PA settings by conducting a systematic literature review with a meta-synthesis of qualitative findings.Method: Systematic searches identified articles reporting the results of qualitative or mixedmethods studies of the emerging themes were searched from five databases until June 2023.Rationale Metacognition refers to an individual's cognition of their abilities and ongoing cognitive activities (Flavell,1976).Flavell operationalized metacognition into four essential components: m e t a c o g n i t i v e k n o w l e d g e , m e t a c o g n i t i v e experience, goal-setting, and the activation of strategies.Metacognitive knowledge entails being aware of one's cognitive processes and understanding the factors that impact learning, such as attention, memory, and motivation (Stephanou & Karamountzos, 2020).Metacognitive regulation involves the capacity to plan, monitor, a n d e v a l u a t e o n e ' s l e a r n i n g a c t i v i t i e s .Metacognitive experiences encompass the subjective aspects of learning, such as feelings of confidence, frustration, and enjoyment (Jackman et al., 2021).Examples of metacognitive skills could include the ability to monitor, regulate, and control one's thinking and learning processes (Güner & Erbay, 2021; Jassim et al., 2022).Different models and frameworks have been developed to understand metacognition, such as the self-regulated learning model proposed by Zimmerman (Zimmerman, 2000) and Pintrich's four-phase self-regulation learning model (Pintrich, 2004).

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