ERIC Number: EJ817570
Record Type: Journal
Publication Date: 2008-Dec
Abstractor: As Provided
Reference Count: 0
Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations
Schunk, Dale H.
Educational Psychology Review, v20 n4 p463-467 Dec 2008
Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.
Descriptors: Academic Achievement, Metacognition, Educational Policy, Teaching Methods, Research Needs, Educational Research, Theory Practice Relationship, Self Management, Learner Controlled Instruction, Self Motivation, Learning Strategies, Learning Theories, Cognitive Science
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A