The metacognitive control components of self-regulated learning

The paper describes the role of metacognitive control activity in self-regulated learning. Metacognitive components are seen as necessary but insufficient for self-regulated learning, and given special status in maintaining system efficiency. Students who can protect their intentions to learn in school from competing goals or interests, as well as distracting stimuli, are likely to accomplish school tasks adequately even if their grades fall short of perfect. Task accomplishment is important to continued motivation for schoolwork, and is also a gauge by which teachers evaluate students. A theory of the psychological processes that define volition provides a useful framework for interpreting data from various classroom investigations. Directions for future experimental research are discussed.     

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Metacognition and Learning - Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies...     

A domain-specific account of self-regulated learning: the cognitive and metacognitive activities involved in learning through historical inquiry

Educational researchers have recently begun to conceptualize theoretical constructs and mechanisms of metacognitive activities in terms of the features that are specific to particular academic domains and subject matter. In this paper, we propose a framework of domain-specific metacognition in relation to learning through historical inquiry. The framework postulates that students’ comprehension of historical events is mediated by a state of coherence in understanding the causes that explain why an event occurred. Comprehension breaks down when the causes that explain the occurrence of historical events are unknown, uncertain, or unreported. In order to reinstate coherence in understanding, students engage in cognitive and metacognitive activities in accordance with disciplinary-based practices. Drawing on the existing empirical evidence, we discuss how the study of self-regulatory processes contributes to our understanding of the challenges faced by students while learning about complex historical topics as well as the skills that are required to gain knowledge while investigating the past.     

An expert performance approach to the study of individual differences in self-regulated learning activities in upper-level college students

One of the hallmarks of adolescent and adult development of expert performance is its self regulation. This paper reviews different approaches to assessing the use of self-regulated learning (SRL) strategies in high-school and college students and their ability to predict academic performance. The current study assesses the use of SRL strategies with interviews and diaries and their relation to grade point average (GPA) in sixty upper-level college students majoring in science. Their diaries revealed that students with high, average, and low GPAs (assessed before the start of the semester) differed in overall use of SRL strategies and in the use of particular strategies during specific weeks. Methods of assessing and understanding differences in adult self-regulation and subsequent academic performance are evaluated and discussed.     

The effect of individual differences in the development of metacognitive strategy knowledge

The aim of this study was to investigate the development of metacognitive strategy knowledge (MSK) during schooling at the upper secondary education level and to examine its relation with individual student characteristics. This longitudinal study with two measurement points analyzed a sample of students in grades 10 and 11 from 19 schools preparing students for university in Switzerland. The findings showed no development of MSK within a single year of school. Individual differences appeared in the level and the change of MSK over time. Female students as well as students with higher SES displayed higher MSK than male students and students with lower SES at the first measurement point. Furthermore, SES predicted changes in MSK over time. Between learning motivation and MSK as well as self-efficacy and MSK, high correlations were found at t1. Neither learning motivation nor self-efficacy had an effect on the change of MSK over time. The results show that there is still substantial potential for MSK development at the upper secondary education level. Implications for education and further studies are discussed.     

Exploring differences between self-regulated learning strategies of high and low achievers in open distance learning

Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method research design was applied. Quantitative data were statistically analysed by factor analysis (n = 246) and effect sizes. Medium to small effect sizes were found in quantitative data. Qualitative data were collected by means of semi-structured interviews. Low achievers rated their self-regulatory behaviour higher than high achievers, yet qualitative data revealed that high achievers are more self-regulated. The value of this research lies in the identification of low achievers’ use of self-regulated learning, and recognising the need to create awareness of the self-regulated learning skills necessary to support these students.     

Confidence to spare: individual differences in cognitive and metacognitive arrogance and competence

Metacognition and Learning - While some individuals are able to confidently make competent choices, others make poor decisions but are unjustifiably confident. What are their individual...     

Inherent details in self-regulated learning

Self-regulated learning (SRL) has become a pivotal construct in contemporary accounts of effective academic learning. I examine several areas of theory and empirical research, which are not prominently cited in educational psychology's research into SRL, that reveal new details of what SRL is and how students develop productive SRL. I interpret findings from these investigations to suggest that nondeliberative, knowledge-based elements are inherent in the processes of SRL, and in learning more generally. Several topics for future research are sketched based on an assumption that learning effectively by oneself will remain a goal of education and can be an especially revealing context in which to research SRL.     

A cross-cultural study of self-regulated learning in a computer-supported collaborative learning environment

Self-regulated learning (SRL) actions of 30 Canadian and 30 Chinese university students were studied in a face-to-face problem-based learning environment. Participants were randomly assigned to work in dyads consisting of Chinese, Canadian, or mixed Chinese–Canadian pairs to learn Analysis of Variance collaboratively using a computer coach. Dialog segments were coded in terms of types of SRL actions, and whether an action was individually (IND) or socially (SOC) oriented. Canadian pairs produced significantly higher proportions of IND-SRL actions relative to SOC-SRL actions (higher odds ratios) than Chinese pairs, but the odds ratios for mixed pairs were similar to those for Canadian pairs. This effect of cultural composition of dyads for the Canadian and Chinese pairs was replicated in a comparison of Canadian and Chinese participants within the mixed pairs dyads. These results have implications for a socio-cultural account of SRL.     

The development of self-regulated learning

The purpose of this study is to examine the tendency for the development of self-regulated learning according to grade level. As a means to this end, competing causal models for each grade were set up, and through validity tests for the causal models the most fitting self-regulated learning model for South Korea students could be arrived at. Based on the conceptual model of self-regulated learning proposed by Pintrich (1989), Pintrich and De Groot (1990), and Zimmerman (1989, 1990), which focus on the relationship between motivation and cognition, three causal models were set up. According to the results of a structural analysis for 1,865 elementary, middle and high school students, model П which structures intrinsic value as an exogenous variable, was determined the best-fitting model. In addition, the 30% variance in the 5th grade elementary school students and 32% and 18% variance in middle school and high school students respectively are explained by the test model.     

Enhancing self-regulated learning by writing learning protocols

Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as postulated by a cyclical model of self-regulated learning. Students received either (a) no prompts, (b) cognitive prompts, (c) metacognitive prompts, (d) mixed prompts without, or (e) including prompts for planning of remedial strategies. Prompting all essential sub-processes of self-regulated learning (group e) fostered students' comprehension best. Thus, with appropriate support, writing can serve as a beneficial medium helping students to self-regulate their understanding of subject matter.     

Relationships among individual task self-efficacy,self-regulated learning strategy use and academic performance in a computer-supported collaborative learning environment

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with self-reports administered during each subtask. Learning strategies were assessed by counting each instance of strategy use as it occurred in peer-to-peer conversations typed into a computer software system. Results showed that for each subtask, learners with higher task self-efficacy had higher task performance. Those who used more learning strategies on each subtask also had higher performance. In turn, high performance was associated with high self-efficacy on subsequent subtasks. Surprisingly, results showed that task self-efficacy and learning strategy use were not significantly related during any subtask. Overall, results imply that task self-efficacy, learning strategy use and past performance are important predictors of task performance.     

Verbalization and children's self-regulated learning

This article discusses the idea that overt verbalization helps to develop children's self-regulated learning of cognitive skills. Verbalization can enhance children's attention to task-relevant features. As a type of rehearsal, verbalization may improve coding, storage, and retention of material, and thereby facilitate subsequent retrieval and use. Verbalization can help children maintain a positive task outlook and cope with difficulties. Because verbalization makes salient a systematic approach for improving learning and children's ability to apply it, verbalization also can raise self-efficacy (perceived capabilities). Research is summarized that assesses the effects on children's learning due to verbalizing information to be remembered, modeled actions, and strategies. Future research needs to explore maintenance and generalization of systematic approaches to learning, verbalization of task-specific and general statements, and uses of verbalization in classrooms.     

Differences in students' metacognitive strategy knowledge,motivation, and strategy use: A typology of self-regulated learners

Metacognitive strategy knowledge, motivation, and learning strategies play an important role in self-regulated learning (SRL). However, little is known about different profiles of self-regulated learners in schools that prepare students for the university entrance certificate. The aim of this study was to examine intraindividual differences in the patterns of students' SRL. In this 2-wave longitudinal study, 897 students were involved. Latent class analyses revealed four-cluster solutions at the beginning as well as at the end of the school year. Maximal self-regulated learners with the highest levels on all cognitive, metacognitive, and motivational components of SRL reported the highest grades in the academic subject of German (first language) at both measurement points, followed by motivated and strategic learners. Students with a low level on several SRL components reported the lowest grades. Further, the results indicated changes in profiles of SRL over time.     

Correlates of individual,and age-related,differences in short-term learning

Latent growth models were applied to data on multitrial verbal and spatial learning tasks from two independent studies. Although significant individual differences in both initial level of performance and subsequent learning were found in both tasks, age differences were found only in mean initial level, and not in mean learning. In neither task was fluid or crystallized intelligence associated with learning. Although there were moderate correlations among the level parameters across the verbal and spatial tasks, the learning parameters were not significantly correlated with one another across task modalities. These results are inconsistent with the existence of a general (e.g., material-independent) learning ability.     

Examining the linguistic coding differences hypothesis to explain individual differences in foreign language learning

In this paper, it is suggested that foreign language learning problems result from difficulties with native language learning and hypothesized that difficulties with phonological processing may be the locus of foreign language learning difficulties for some poor foreign language learners. Evidence is described that supports these positions. It is argued that conceptualizing foreign language learning problems as alanguage problem allows researchers to more clearly specify deficits related to the learning of a foreign language. Research evidence which shows that good and poor foreign language learners exhibit significantly different levels of native language skill and phonological processing is summarized. Finally, potential challenges to my hypotheses as an explanation for foreign language learning problems are reviewed.     

The role of the self-system in self-regulated learning

Until recently, general assumptions were made about the importance of the self-system in self-regulation (e.g., importance of self-concept, self-efficacy, self-esteem), but the more specific underlying structures and processes of the self-system that are involved in this self-management process were rarely addressed. This article presents theoretical and empirical support for a preliminary causal model of the role of the self-system in self-regulated learning. The model postulates that for self-regulated learning processes to be engaged, students must view themselves as activators of these processes (i.e., they must possess positive self-views in general as well as have specific perceptions of competency and control in particular learning situations). The model also postulates a recursive and reciprocal relationship between the processes involved, such that continual self-evaluations of competency and control can force changes in perceptions of self, the learning task, goal importance, etc., that, in turn, exert continuing influences on motivation, use of self-regulatory processes, and actual task performance. Educational implications of the model are discussed along with future research directions.     

基于网络的化学自主学习研究

文章在调查研究和实验干预的基础上 ,通过对计算机网络支撑条件下学生化学自主学习能力的个案研究 ,认为网络有助于学生的化学自主学习能力的培养和学业成绩的提高。