Cognition and Metacognition within Self-Regulated Learning

By Philip H. Winne. 2017

234 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/238a23b93188bf09771ca1a9881a80399a5a0889

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

Citations in the corpus

Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020, background): “…self-regulated learning are therefore doubtful (Sweller and Paas 2017), this aspect of metacognitive knowledge should be incorporated in established models of SRL (Boekaerts 1996; Efklides 2011; Hadwin et al. 2017; Pintrich 2000; Winne 2017; Winne and Hadwin 1998; Zimmerman and Moylan 2009).”
The promise and challenges of generative AI in education (2024, unknown): “SRL is an agentic process where learners strategically take control of their learning engagement and situations through active, dynamic, and temporally unfolding cycles of planning, performance, and reflection (Azevedo et al. 2022; Winne 2018).”
Reflections on the field of metacognition: issues, challenges, and opportunities (2020, background): “a negative judgment of learning [JOL-]), feedback loops associated with cycles of metacognitive monitoring and control, and so forth across frameworks, models, and theories (e.g., Ackerman and Thompson 2017; Efklides et al. 2018; Hacker and Bol 2019; Koriat 2015; Metcalfe 2009; Nelson and Narens 199”
Granularity matters: comparing different ways of measuring self-regulated learning (2019, background): “Throughout the process, learners apply a range of choices based on their motivation to execute the task at hand (Winne 2017).”
Individual differences in self-regulated learning: Exploring the nexus of motivational beliefs, self-efficacy, and SRL strategies in EFL writing (2021, background): “Self-regulation scholars have acknowledged the multi-dimensional feature of SRL strategies, among which cognitive and metacognitive strategies have received sufficient empirical investigation in different learning environments (Winne, 2018).”
The impact of mathematics anxiety on self-regulated learning and mathematical literacy (2020, methodology): “Although the terms metacognition and SRL have been used interchangeably in the literature (Panadero, 2017), most contemporary models consider metacognition as one of the key elements of SRL (Efklides, 2011; Winne, 2017).”