Metacognition: Defining its facets and levels of functioning in relation to self- and co-regulation

By A. Efklides. 2008

682 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/002464208ba148f158ec52d2a5ad23167f15b07e

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

An investigation of the relationship between metacognition and mathematics achievement (2011, methodology): “Metacognitive experiences are defined as the awareness and feelings which arises when an individual comes across a task and processes the information related to it (Efklides 2008).”
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “Metacognition, similar to personal epistemology, is a complex construct, which has received multiple formulations (e.g., Baker, 1994; Brown, 1987; Efklides, 2008; Flavell, 1979; Tarricone, 2011; Veenman et al., 2006).”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “Reflecting on Flavell’s (1979) divisions, metacognition it is popularly presented as comprising three phenomena metacognitive knowledge, metacognitive experiences and metacognitive skills or skilfulness (Desautel, 2009; Efklides, 2008; Efklides & Vlachopoulos, 2012; Veenman & Elshout, 1999).”
Relationships between Metacognition, Self-efficacy and Self-regulation in Learning (2013, background): “Also the peculiarities and the overlaps of the concepts of self-regulation, self-regulated learning and metacognition (Dinsmore et al., 2008; Kaplan, 2008; Efklides, 2008; Lajoie, 2008; Hofer & Sinatra, 2010) have been stressed.”
A review of research on metacognition in science education: current and future directions (2013, background): “Second, we recommend paying more attention to MK. MK and MS are inter-dependent aspects of metacognition; MK contributes to the development and activation of MS, and vice versa (Efklides, 2008; Schraw, 1998; Schraw & Moshman, 1995; Veenman, 2011).”
Metacognition in Psychology (2019, background): “A classic distinction (Efklides, 2008, 2011; Flavell, 1979) is between three facets of metacognition: knowledge, strategies, and experiences.”
Knowledge Elaboration: A Cognitive Load Perspective (2009, background): “These currently active elements of information could represent online task-specific knowledge or other metacognitive experiences (according to Efklides, 2006, 2008) that guide cognitive processing by activating relevant schemas in LTM.”
Exploring the potential impact of reciprocal peer tutoring on higher education students’ metacognitive knowledge and regulation (2012, background): “Metacognitive regulation refers to skills used to orchestrate and oversee learning and performance (Efklides, 2008).”
Scaffolding game-based learning: Impact on learning achievements, perceived learning, and game experiences (2014, background): “Additionally, more accurate self-evaluation of knowledge acquisition following the game might lead to better control of cognitive processes and more effective choice of learning strategies (Efklides, 2008; Serra & Metcalfe, 2009; Veenman, 2011).”