Metacognition is important in self-regulated learning and understanding its epistemic network can improve teaching and learning. We collected self-reported metacognition reflections on collaborative learning activities from 87 college students to analyze how students' metacognitive patterns differ by performance level and discipline type. We used an epistemic network analysis to identify these differences, and the results indicated that description of goals appeared most in self-reported reflections. There are variations in metacognitive patterns between different groups. High-score students had stronger connections around actions, while low-score students had stronger connections between metacognitive knowledge and context. The natural science students focused more on metacognitive knowledge and actions, while the humanities science students focused more on metacognitive experience and context. This implies that teachers should provide clear explanations about the collaborative learning goal, and a group strategy that takes both performance and discipline types into consideration could address the variation in metacognitive patterns.

元认知在自我调节学习中很重要，理解其认知网络可以改善教学。我们收集了来自87位大学生关于协作学习活动的自我报告的元认知思考，以分析学生的元认知模式因表现水平和学科类型而异。我们使用认知网络分析来识别这些差异，结果表明对目标的描述出现在自我报告的反思中。不同群体之间的元认知模式存在差异。高分学生在行动方面有更强的联系，而低分学生在元认知知识和情境之间有更强的联系。自然科学专业的学生更多地关注元认知知识和行为，而人文科学专业的学生则更多地关注元认知经验和语境。这意味着教师应该对协作学习目标提供清晰的解释，同时考虑绩效和学科类型的小组策略可以解决元认知模式的变化。