Metacognition, Self Regulation, and Self-regulated Learning: A Rose by any other Name?

By S. Lajoie. 2008

126 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2693658b9785b114913a18069978bbd6b014c99e

How researchers see this paper

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

In Communication

1. I. Clark
2. Jillianne R. Code

In Developmental and Educational Psychology

1. Alessandro Antonietti
2. M. Mancini
3. Rosália Cera
4. I. Clark
5. Jillianne R. Code

In Education

1. I. Clark
2. Jillianne R. Code

Citations in the corpus

• Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “(p. 43) Lajoie (2008) remarks that, “it is the interaction between the mind and environment that presents the most interesting questions in terms of the active nature of learning” (p. 471).”
• Students’ Psychological Perceptions Toward Online Learning Engagement and Outcomes during the COVID-19 Pandemic: A Comparative Analysis of Students in Three Different Countries (2021, background): “Dependent upon students’ ability to regulate, anxiety can be detrimental to their learning attention and performance (Donelan & Kear, 2018; Hilliard et al., 2020; Schunk, 2008).”
• How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Research on these processes considers students’ judgments of learning and behaviors that affect how they subsequently engage with content and drawing activities (Lajoie 2008; Schraw et al. 2006).”
• 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.”
• Agency for Learning: Intention, Motivation, Self-Efficacy and Self-Regulation (2020, background): “…between Frontiers in Education | www.frontiersin.org 1 February 2020 | Volume 5 | Article 19 metacognition, self-regulation, and SRL has contributed to a disjointed theoretical paradigm in which to empirically study these processes (see Dinsmore et al., 2008; Lajoie, 2008; Schunk, 2008).”