Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations

By D. Schunk. 2008

396 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/854f15c66b180dc306cf278684491a1b8eaed33d

How researchers see this paper

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

In Developmental and Educational Psychology

In Education

Citations in the corpus

A Systematic Review of Empirical Studies on Learning Analytics Dashboards: A Self-Regulated Learning Perspective (2020, background): “Zimmerman deﬁnes self-regulated learning as “the process whereby students activate and sustain cognitions, behaviors, and affects, which are systematically oriented toward attainment of their goal” as cited by [19] (p. 465.).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Schunk (2008) emphasizes “research that investigates how to facilitate internalization at various developmental levels would have critical implications for educational practice” (p. 466).”
Reconsidering Personal Epistemology as Metacognition: A Multifaceted Approach to the Analysis of Epistemic Thinking (2014, background): “The relation between metacognition, self-regulation, and self-regulated learning is a contested area that has received extensive attention: Sometimes these concepts are used as interchangeable concepts, and other times they are nested hierarchically within each other (Dinsmore, Alexander, & Loughlin”
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).”
Enhancement of Metacognition Use and Awareness by Means of a Collaborative Intervention (2011, background): “Numerous and sometimes overlapping definitions are encountered in literature (Kauffman, Ge, Xie, & Chen, 2008; Schunk, 2008; Thomas et al., 2008), but probably the most common description for metacognition remains “knowledge and regulation of one’s own cognitive system” (Brown, 1987, p.”
Epistemology, metacognition, and self-regulation: musings on an emerging field (2010, background): “In a closing commentary Schunk (2008) suggests that researchers provide clear definitions, situate the definitions theoretically, use methods consistent with the definitions, and then link these processes with educational outcomes.”
The Role of Direct Strategy Instruction and Indirect Activation of Self-Regulated Learning—Evidence from Classroom Observation Studies (2020, result): “Most models have in common that they assume the teachers’ efforts in supporting the students to change over time are in accordance with the developmental level of the students (e.g., Schunk 2008; White and DiBenedetto 2015; Zimmerman 2002).”
Evaluating the metacognitive awareness inventory using empirical factor-structure evidence (2018, background): “There have been concerns, however, that these positive correlations between general metacognitive skills and academic achievement have not been as strong as would be expected (Cromley and Azevedo 2006; Jacobse and Harskamp 2012; Schunk 2008; Sperling et al. 2004; Veenman 2011).”
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence: A Meta-Analysis (2015, positive): “Moreover, integrating previous findings provides the foundation for subsequent longitudinal research that leaders in the field have called for (e.g., Schunk 2008).”
The assessment of metacognition in children aged 4–16 years: a systematic review (2017, background): “…is further increased when terms including metacognition and self- regulation are used interchangeably and without adequate or explicit consideration of their intersections and differences (Dinsmore, Alexander, & Loughlin, 2008; Hofer & Sinatra, 2010; Moseley et al., 2005; Schunk, 2008).”
Cognitive and Non-Cognitive Predictors of College Readiness and Performance: Role of Academic Discipline. (2013, background): “Further, conscientiousness is also displayed through effective self-regulatory behavior such as managing study efforts which leads to successful academic performance (Pintrich, 2003; Schunk, 2008; Zimmerman, 2008).”
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model (2011, background): “Skinner, E. A. (1995). Perceived control, motivation, and coping. Thousand Oaks, CA: Sage. Sorrentino, R. M., Walker, A. M., Hodson, G., & Roney, C. J. R. (2001). A theory of uncertainty orientation: The interplay of motivation, cognition, and affect.”