Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model

By A. Efklides. 2011

1,113 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/966c1261aaa6e3d0f78a210c228f91021a4c2ca2

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

The Role of Metamotivational Monitoring in Motivation Regulation (2018, background): “…until she encounters a cost at the object level (e.g., boring material) that disrupts task engagement and generates a metamotivational feeling signaling that she is in danger of quitting and switching to another goal (see Efklides, 2006, 2011, for the metacognitive equivalent of this mechanism).”
Self-Regulated Learning: Key strategies and their sources in a sample of adolescent males (2013, neutral): “In addition, self-regulated learning is closely linked to motivation (Cleary & Zimmerman, 2012; Efklides, 2011; Kadhiravan, 2012; Bakracevic Vukman & Licardo, 2010; Zimmerman & Moylan, 2009).”
Third wave of measurement in the self-regulated learning field: when measurement and intervention come hand in hand (2016, background): “…models also mention the importance of being aware of one’s actions as part of regulation: Boekaerts (2011) through the use of “appraisal” in her model, Efklides (2011) by mentioning “monitoring and control,” Pintrich (2000), who uses awareness not only for cognition but also for motivation/affect,…”
Metacognitive monitoring and control in elementary school children: Their interrelations and their role for test performance (2014, background): “Against the theoretical background of broader conceptualizations of self-regulated learning, these positive relations between optimistic performance predictions or high confidence and performance seem to confirm the benefits of students' motivational states for learning outcomes (Efklides, 2011).”
Formative Assessment: Assessment Is for Self-regulated Learning (2012, methodology): “The Person level addresses “more or less stable person characteristics, such as cognitive ability and meta-cognitive task knowledge, which are independent from the particular task to be carried out” (Efklides 2011, p. 10).”
College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “This understanding fits well with prominent views of SRL (Boekaerts 1996; Efklides 2011; Pintrich and Zusho 2007; Winne 1995; Zimmerman 2000) and is in line with prior definitions of time management (Claessens et al. 2007; Koch and Kleinmann 2002).”
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis (2019, background): “…motivation for learning part of SRL (e.g., Boekaerts, 1992; Zimmerman, 2002, 2008), while others consider persistence and regulating motivation part of SRL, but consider task motivation a precursor for successful SRL (e.g., Efklides, 2011; Ning & Downing, 2012; Pintrich, 1999, 2000; Schunk, 2005).”
Assessing metacognitive knowledge: Development and evaluation of a test instrument (2013, positive): “In a current model Efklides (2011) describes a complex interplay between a task level, a person level (where metacognitive knowledge and skills are located), and an interaction level (where metacognitive experiences take place).”
Metacognition in Psychology (2019, background): “A classic distinction (Efklides, 2008, 2011; Flavell, 1979) is between three facets of metacognition: knowledge, strategies, and experiences.”
Achievement goals, emotions, learning, and performance : A process model (2015, background): “…refers to analyzing, evaluating, and applying prior knowledge to novel situations and problems (Pintrich, 2004; Pintrich et al., 1991) with self-monitoring involving the evaluation of one's learning progress (Efklides, 2011; Greene & Azevedo, 2010; Winne & Hadwin, 1998; Zimmerman & Campillo, 2003).”
How do students self-regulate? Review of Zimmerman"s cyclical model of self-regulated learning (2014, background): “Nevertheless, even if there are other models with a bigger emphasis on the cognitive processing during the task (e.g. Efklides, 2011; Winne, 1996) or with a bigger emphasis in the role of emotions (e.g. Boekaerts & Nievimirta, 2000, Kuhl, 2000), Zimmerman‟s model is very comprehensive as it covers…”
Motivation and Self-Regulated Learning Influences on Middle School Mathematics Achievement (2017, background): “Several theoretical models conceptualize and delineate a host of processes underlying academic SRL (Boekaerts & Niemivirta, 2000; Efklides, 2011; Winne, 2001; Zimmerman, 2000).”
Differences in students' metacognitive strategy knowledge, motivation, and strategy use: A typology of self-regulated learners (2016, background): “…among metacognitive strategy knowledge, learning strategies, and motivation In the last few years, models of SRL that take the interaction of cognition, metacognition, and motivation into consideration have received more attention (e.g., Borkowski, Chan, & Muthukrishna, 2000; Efklides, 2011).”
A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017, background): “A second indicator is that there are now new SRL models in the educational psychology field that did not exist in 2001 (e.g., Efklides, 2011; Hadwin et al., 2011, in press).”
The Use of Scoring Rubrics for Formative Assessment Purposes Revisited: A Review. (2013, background): “Planning your work, as well as continuously self-assessing the work in progress, are other important aspects of self-regulated learning (Efklides, 2011; Zimmerman, 1990).”
Executive function and metacognition: Towards a unifying framework of cognitive self-regulation (2017, background): “In an iterative manner, metacognitive experiences made during learning and remembering (procedural metacognition) will lead back to changes in metacognitive knowledge (e.g., Dunlosky & Metcalfe, 2009; Efklides, 2011; Flavell, 1979).”