Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose?

By Avi Kaplan. 2008

181 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ac88651d0e95b2f877e01eee1291319ac146c4fa

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

1. Hermann Körndle
2. Cornelia Schoor
3. I. Clark
4. Susanne Narciss
5. P. Evans
6. Patricia A. Alexander
7. Richard E. Mayer

In Social Psychology

1. I. Clark
2. Susanne Narciss
3. Hermann Körndle
4. Cornelia Schoor
5. P. Evans

Citations in the corpus

• Formative Assessment: Assessment Is for Self-regulated Learning (2012, background): “Karoly (1993) offers a further note on SRL as a process:”
• Self-determination theory: An approach to motivation in music education (2015, background): “This has become an important issue in other areas of motivation research: Elliot and Dweck (2005) advanced a conceptual clarity argument in reorienting the parochial “achievement motivation” terminology towards “competence motivation”; researchers investigating self-efficacy have, on occasion, inter”
• Regulation During Cooperative and Collaborative Learning: A Theory-Based Review of Terms and Concepts (2015, background): “Given the overlap of metacognition and selfregulation (cf. Dinsmore, Alexander, & Loughlin, 2008; Kaplan, 2008; Lajoie, 2008), this is not surprising.”