Issues in self-regulated learning: Metacognition, conditional knowledge and the regulation of motivation.

Published on Jan 1, 1996
Christopher Albert Wolters1
Estimated H-index: 1
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3 Authors (Gregory Schraw, ..., Stephen Lehman)
Cited By6
#1Louise Gascoine (Durham University)H-Index: 3
#2Steve Higgins (Durham University)H-Index: 26
Last. Kate Wall (University of Strathclyde)H-Index: 21
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This article presents the results of a syste matic review of methods that have been used to measure or assess metacognition in children aged 4-16 years over a 20-year period (1992-2012). It includes an overview of the types of tool and methods used linked with the ages of the participants targeted an d how metacognition and associated concepts are defined. 2721 records were identified through systematic searching; 525 articles or reports were full text screened, resulting in 149 included studies...
#1Amy L. Dent (NU: University of Nebraska–Lincoln)H-Index: 2
#2Alison C. Koenka (OSU: Ohio State University)H-Index: 8
This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students’ use of cognitive strategies. Overall correlations were small (metacognitive processes, r = 0.20; cognitive strategies, r = 0.11), but there was systematic variation around both of them. Five moderato...
The effectiveness of a postsecondary strategic learning course for improving metacognitive awareness and regulation was evaluated through systematic program assessment. The course emphasized students' awareness of personal learning through the study of learning theory and through practical application of specific learning strategies. Students assessed personal gains through pretest and posttest assessments of both metacognitive awareness and regulation. Pretest-to-posttest gains were statistical...
#1Travis Dale ParkH-Index: 1
#1Héfer Bembenutty (CUNY: City University of New York)H-Index: 19
This study examined college students' academic delay of gratification; that is, their preference for an immediately available option (e.g., go to a favorite concert the day before a test even though the student is not well-prepared) or a delayed alternative (e.g., stay home studying to get later a good grade in the course). Academic delay of gratification, its motivational determinants (i.e., importance, utility, interest, perceived cost of success, and social expectancy), and students' use of m...
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