An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives

Kim, Yeo-eun; Zepeda, Cristina D.; Butler, Andrew C.

doi:10.1007/s10648-023-09800-x

Cited by 5 publications

(4 citation statements)

References 79 publications

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“…Metacognition comprises both declarative (the knowledge a learner has about themselves, tasks and strategies) and procedural components (the skills a learner applies to plan, monitor, regulate and reflect on their cognitive processes; Efklides, 2008). Research and theories regarding metacognition have emerged from two main disciplinescognitive psychology and educational psychology (Kim et al, 2023). Taking a cognitive psychology perspective, Nelson and Narens (1990) proposed an influential model that describes the main metacognitive processes involved in procedural metacognition 1 .…”

Section: Self-regulated Learning and Metacognitionmentioning

confidence: 99%

“…During the performance phase they monitor and control their learning, and after task completion they evaluate themselves and their strategy use in a self-reflection phase (Zimmerman, 2002). As such, the model of Nelson and Narens (1990) can be subsumed within the performance phase of cyclical models (see also Kim et al 2023 for such an integrated view of these theoretical perspectives). When considering these theories, it becomes clear that while metacognition is one subdomain of self-regulated learning, it is itself a multifaceted construct.…”

Section: Self-regulated Learning and Metacognitionmentioning

confidence: 99%

See 1 more Smart Citation

Are metacognition interventions in school-aged children effective? Evidence from a series of meta-analyses

Eberhart,

Schäfer,

Bryce

2023

Preprint

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*This paper is not yet published.* A metacognitive learner acts in a planful way, monitors their progress, flexibly adapts their strategies, and reflects on their learning. Unsurprisingly, a metacognitive approach to learning is an important predictor of children’s academic performance and many attempts have been made to promote metacognition in school children. The current meta-analytic study evaluates the impact of such metacognition interventions on self-regulated learning as well as academic outcomes in typically developing pre- and elementary school children. Structural, content-related, and methodological moderators were tested, as well as the age of the children assessed. Results indicated that metacognition interventions effectively enhance children’s outcomes, both at immediate post-test and at follow-up. Interestingly, metacognition interventions were effective for children’s self-efficacy only at follow-up, suggesting that the positive impact of these interventions can unfold over a protracted period. For the first time, children’s executive functions were considered as outcome variables and results indicated a positive impact of metacognition interventions on these variables. One notable finding was that interventions that were delivered by teachers or task materials were more effective than interventions that were delivered by researchers for metacognition outcomes. This finding may reflect recent improvements in how teachers and researchers collaborate to develop intervention programs and is encouraging as it offers effective pathways to promote metacognition in school settings.

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Section: Self-regulated Learning and Metacognitionmentioning

confidence: 99%

Section: Self-regulated Learning and Metacognitionmentioning

confidence: 99%

Are metacognition interventions in school-aged children effective? Evidence from a series of meta-analyses

Eberhart,

Schäfer,

Bryce

2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Other emerging work in educational psychology supports this idea at a broader level. In a recent study, Kim, Yu, et al (2023) and Kim, Zepeda, and Butler (2023) demonstrated that college students often reported pursuing multiple goals across different levels and domains (e.g., personal, academic) rather than focusing on a single goal at a time. Furthermore, students’ perception of the interrelations among different goals (e.g., whether lower-order goals could enhance achievement of higher-order goals, whether pursuing one goal would support or impede the pursuit of another goal) influenced their motivation and in turn their decisions about which goals to choose to pursue.…”

Section: How Individuals Consider Value Perceptions During Career Dec...mentioning

confidence: 99%

Do I want this job? Integrating research across psychological subfields to examine how individuals think about perceived values during career decision making.

Rosenzweig,

Zhang

2024

Motivation Science

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Much research across different psychological traditions emphasizes the role of value perceptions in career decision making, but different psychological subfields rarely incorporate insights from other subfields in discussing this topic. The siloing of research on this topic limits researchers abilities to understand comprehensively how students consider value beliefs during career decision making, or to create effective and precise supports to support the motivation of career decision makers. This review aims to synthesize relevant findings from educational, organizational, and social psychology and outline key principles of how individuals think about value perceptions during career decision making. We first outline seven key principles of this process that we derived from reviewing relevant literature across subfields. We then discuss how each psychological subfield could benefit from leveraging insights from other subfields about value perceptions and career decisions and how interventions or career education efforts can incorporate the combined knowledge from the review. We conclude by outlining directions for future convergent research in this area.

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“…Given recent calls to better integrate across research traditions (Kim et al, 2023), it seems pertinent to evaluate the commonalities among different indicators of metacognitive monitoring, as it is currently unknown to what extent findings based on one indicator can be generalised to another.…”

Section: Associations Between Different Indicators Of Monitoringmentioning

confidence: 99%

Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgements, task consistency in monitoring behaviours.

Eberhart,

Murayama,

Sakaki

et al. 2024

Preprint

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*This is a preprint and not yet published* Metacognitive monitoring is typically considered as a domain general skill that can be applied in different tasks and situations. However, this assumption lacks empirical evidence as few studies tested whether children’s accuracy of monitoring judgments as well as their monitoring behaviours are consistent across tasks. It is also not clear if children who provide more accurate monitoring judgments also show more frequent monitoring behaviours. In the current study 53 elementary school children’s metacognitive monitoring was assessed with four tasks: on the one hand, the accuracy of children’s monitoring judgments was assessed with two computer-based tasks (one task required monitoring of memory and the other task required monitoring of reaction times); on the other hand, the frequency with which they engaged in monitoring behaviours was assessed with two construction tasks. Correlational analysis showed that there was no significant association between children’s monitoring judgment accuracies. In turn, children’s monitoring behaviour on two construction tasks was significantly positively associated. Intercorrelations between children’s monitoring judgment accuracies and monitoring behaviours showed that children who more accurately monitored their reaction time showed significantly more monitoring behaviour when working on construction tasks. Conversely, children’s monitoring judgment accuracy on a memory task was not associated with their monitoring behaviour. These findings suggest that the processes underlying children’s monitoring judgments may be task specific, whereas their tendency to engage in monitoring behaviours may be domain general. Implications for promoting metacognitive monitoring are discussed.

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An Interdisciplinary Review of Self-Regulation of Learning: Bridging Cognitive and Educational Psychology Perspectives

Cited by 5 publications

References 79 publications

Are metacognition interventions in school-aged children effective? Evidence from a series of meta-analyses

Are metacognition interventions in school-aged children effective? Evidence from a series of meta-analyses

Do I want this job? Integrating research across psychological subfields to examine how individuals think about perceived values during career decision making.

Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgements, task consistency in monitoring behaviours.

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