Metacognition and Self-Regulated Learning Constructs

By R. Sperling, Bruce C. Howard, Richard K. Staley, Nelson F. Dubois. 2004

352 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/693b6f686788ab38e1c7634b7236eb5c09370f66

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Self-report of reading comprehension strategies: What are we measuring? (2007, background): “In some cases, participants are reporting knowledge of strategies (e.g., Artelt, Schiefele, & Schneider, 2001), in some cases they are reporting how helpful they perceive strategies to be (e.g., Sperling, Howard, Staley, & DuBois, 2004 ), while in other cases they are reporting how frequently they ”
Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research (2020, background): “This does not mean researcher’s emphasis (Sperling et al. 2004; Van Hout-Wolters & Schelllings 2009; & Veenman 2005) on the need for both on-line and off-line assessments across time should be ignored.”
Metacognition, achievement goals, study strategies and academic achievement: pathways to achievement (2008, background): “Sperling et al. (2004) and Luwel et al. (2003) pointed out that metacognitive knowledge and regulation influence decisions which strategy to use.”
The Measurement and Predictive Ability of Metacognition in Middle School Learners (2012, methodology): “Several self-report inventories are also often-used measures (eg, Duncan & McKeachie, 2005 ; Pintrich, Smith, Garcia, & McKeachie, 1991 ; Schraw & Dennison, 1994 ; Schwartz et al, 2004 ; Sperling, Howard, Miller, & Murphy, 2002 ; Sperling, Howard, Staley, & DuBois, 2004 ).”
Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem solving of authentic interdisciplinary tasks (2013, result): “Sperling et al. (2004) documented similar results in their research with first year college students noting MM helped students make better decisions as to how to tailor particular strategies to specific task requirements.”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, background): “These results are supported by the literature on the relationship between metacognition, time management strategies and academic achievement ( Zimmerman, 1994; Sperling et al., 2004; Mousoulides & Philippou, 2005; Chan & Moore, 2006).”