The Effectiveness of Art-based Instrumental Mentoring in Enhancing Metacognitive Awareness Among First-Year University Students

Abstract

An art-based peer mentoring program was designed to facilitate peer interactions and engagement through shared art activities. These activities were specifically developed to enhance metacognitive thinking among first-year university students by offering opportunities for self-reflection, self-monitoring and evaluation. The findings of this study highlighted the importance of socially constructed metacognition and shared physical activities in promoting the first-year university experience.