ERIC Number: EJ817566
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 0
Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What's the Purpose?
Educational Psychology Review, v20 n4 p477-484 Dec 2008
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for "dimensions" along which types of self-regulated action vary. I, then, introduce the notion of a "multidimensional conceptual space of self-regulated action" as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of "purpose of engagement" in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.
Descriptors: Metacognition, Self Management, Learner Controlled Instruction, Self Motivation, Learning Strategies, Learning Theories, Cognitive Science
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Publication Type: Journal Articles; Opinion Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A