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For example, classroom assessments, self\u2010assessment using computer systems such as Intelligent Tutoring Systems (ITS), and other approaches are available. Assessment of metacognition is one of these techniques. Having the ability to evaluate and monitor one\u2019s learning is known as metacognition. An individual can then propose adjustments to their learning process based on this assessment. By monitoring, improving, and planning their activities, learners who can manage their cognitive skills are better able to manage their knowledge about a particular subject. It is common knowledge that students\u2019 metacognitive and self\u2010assessment skills and abilities have been extensively studied, but no research has been carried out on the mistakes that novice developers make because they do not use their self\u2010assessment abilities enough. This study aims to assess the metacognitive skills and abilities of novice software developers working in the industry and to describe the consequences of awareness of metacognition on their performance. In the proposed study, we experimented with novice software developers and collected data using Devskiller and a self\u2010assessment log to analyze their use of self\u2010regulation skills. The proposed study showed that when developers are asked to reflect upon their work, they become more informed about their habitual mistakes, and using a self\u2010assessment log helps them highlight their repetitive mistakes and experiences which allows them to improve their performance on future tasks.<\/jats:p>","DOI":"10.1155\/2022\/2631727","type":"journal-article","created":{"date-parts":[[2022,7,15]],"date-time":"2022-07-15T22:20:08Z","timestamp":1657923608000},"update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["A Comprehensive Skills Analysis of Novice Software Developers Working in the Professional Software Development Industry"],"prefix":"10.1155","volume":"2022","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-0933-3982","authenticated-orcid":false,"given":"Imdad Ahmad","family":"Mian","sequence":"first","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4935-2248","authenticated-orcid":false,"family":"Ijaz-ul-Haq","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2891-7844","authenticated-orcid":false,"given":"Aamir","family":"Anwar","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1585-2962","authenticated-orcid":false,"given":"Roobaea","family":"Alroobaea","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5406-0389","authenticated-orcid":false,"given":"Syed Sajid","family":"Ullah","sequence":"additional","affiliation":[]},{"given":"Fahad","family":"Almansour","sequence":"additional","affiliation":[]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6307-5251","authenticated-orcid":false,"given":"Fazlullah","family":"Umar","sequence":"additional","affiliation":[]}],"member":"311","published-online":{"date-parts":[[2022,7,15]]},"reference":[{"key":"e_1_2_10_1_2","doi-asserted-by":"publisher","DOI":"10.1080\/10429247.2020.1840876"},{"key":"e_1_2_10_2_2","doi-asserted-by":"publisher","DOI":"10.14569\/ijacsa.2020.0110866"},{"key":"e_1_2_10_3_2","article-title":"A study of metacognitive knowledge and metacognitive regulation among biology teachers at secondary level","volume":"2","author":"Aamir S.","year":"2021","journal-title":"Journal of Science Education"},{"key":"e_1_2_10_4_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2021.104315"},{"key":"e_1_2_10_5_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.jcbs.2020.02.002"},{"key":"e_1_2_10_6_2","doi-asserted-by":"publisher","DOI":"10.1155\/2022\/8640596"},{"key":"e_1_2_10_7_2","doi-asserted-by":"publisher","DOI":"10.1145\/1188913.1188920"},{"key":"e_1_2_10_8_2","doi-asserted-by":"publisher","DOI":"10.1007\/3-540-61327-7_123"},{"key":"e_1_2_10_9_2","doi-asserted-by":"publisher","DOI":"10.1037\/0003-066x.34.10.906"},{"key":"e_1_2_10_10_2","first-page":"67","article-title":"The effect of metacognitive strategy training on mathematical problem-solving achievement","volume":"1","author":"\u00d6zsoy G.","year":"2017","journal-title":"International Electronic Journal of Environmental Education"},{"key":"e_1_2_10_11_2","doi-asserted-by":"publisher","DOI":"10.4018\/978-1-5225-2218-8.ch001"},{"key":"e_1_2_10_12_2","doi-asserted-by":"publisher","DOI":"10.1016\/j.learninstruc.2010.07.004"},{"key":"e_1_2_10_13_2","volume-title":"Self-Efficacy, Socialfoundations for Thought and Action: A SocialCognitive Theory","author":"Bandura A.","year":"1986"},{"key":"e_1_2_10_14_2","doi-asserted-by":"publisher","DOI":"10.4324\/9781315652535-5"},{"key":"e_1_2_10_15_2","doi-asserted-by":"publisher","DOI":"10.1177\/0735633116656453"},{"key":"e_1_2_10_16_2","doi-asserted-by":"publisher","DOI":"10.1108\/ccsm-09-2015-0106"},{"key":"e_1_2_10_17_2","unstructured":"RossE. 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