Impact of Metacognitive Strategies on Self-Regulated Learning and Intrinsic Motivation

Saraff, Sweta; Pal, Rishipal; Tripathi, Malabika; Biswal, Rama Krishna; Saxena, Anupama Srivastava

doi:10.32381/jpr.2020.15.01.3

Cited by 10 publications

(10 citation statements)

References 15 publications

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“…This result is in line with previous research that reveals that both metacognitive skills and self-regulated learning include measuring the degrees to which individuals are metacognitively, motivationally, and behaviourally active participants in their own learning processes (Zimmerman, 2002). Previous studies have also shown that general academic averages could predict levels of self-regulated learning (Rajabi, 2012) and the use of metacognitive skills was positively correlated to academic achievement in various disciplines (Hakan, 2016) and metacognitive has an impact on self-regulated learning (Sharaff et al, 2020).…”

Section: Discussionmentioning

confidence: 92%

Metacognitive Skills and Self-Regulated Learning in Prospective Chemistry Teachers: Role of MetacognitiveSkill-Based Teaching Materials

Azizah¹,

Wang²

2021

tused

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Section: Discussionmentioning

confidence: 92%

Metacognitive Skills and Self-Regulated Learning in Prospective Chemistry Teachers: Role of MetacognitiveSkill-Based Teaching Materials

Azizah¹,

Wang²

2021

tused

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“…Students as well as educators can take measures in an immediate learning situation. Again, a key for more pleasant and efficient learning is to enhance controllability over the learning outcomes, e.g., by metacognitive learning strategies and monitoring of one’s learning processes or by time management ( Saraff et al, 2020 ). Another means for reducing unpleasant feelings in a learning situation would be positive reappraisal, which means a change in a situation’s evaluation and its potentially threatening characteristics to more positive attributions ( Perchtold et al, 2018 ).…”

Section: Discussionmentioning

confidence: 99%

Learning in Adverse Circumstances: Impaired by Learning With Anxiety, Maladaptive Cognitions, and Emotions, but Supported by Self-Concept and Motivation

et al. 2022

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The COVID-19 summer semester 2020 posed many challenges and uncertainties, quite unexpectedly and suddenly. In a sample of 314 psychology students, it was investigated how they experienced learning and preparing for an end-of-semester exam, which emotions and strain they experienced, how academic performance was affected, and how personal antecedents of learning as important facets of a learner’s identity could support or prevent overcoming adverse circumstances of learning. The participants of the study filled in a questionnaire about their achievement emotions and strain they experienced during learning and exam preparation as well as academic self-concept, motivation, gender, proneness to anxiety. Points achieved in the exam were also recorded. The interaction between the variables was investigated by a structural equation model. It showed that the investigated variables can be distinguished into two groups, variables that contribute mainly negatively to performance and variables with a positive contribution. Strain experienced during the COVID-19 pandemic and unpleasant emotions “belong together” in the sense that they inhibit academic performance directly or indirectly. Proneness to anxiety in academic situations was related with higher levels of mental, emotional, and physical disturbances due to the COVID-19 situation. In contrast, motivation and a high academic self-concept acted as support for learning and performance. Both contribute to pleasant achievement emotions in the learning situation; moreover, motivation had a direct relationship to academic performance. The results from the present study do not only provide insight into important students’ personal dispositions and their role for learning in adverse circumstances but also give advice how to strengthen students for successful learning.

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“…As a result, it is thought students' levels of SRL would be affected. Another important finding was that some external factors affect students' focus on learning, such as spending too much time on the Internet or social media, which affects not only their study time but also their SRL and use of metacognitive strategies (Saraff, et al, 2020). In line with the findings of the present study, Ay and Baloglu-Ugurlu (2016) and Doganay and Demir (2011) have shown that prospective teachers who study more than two hours a day use MLS more than the rest and achieve academic performance.Examining the third question posed in the current study, there is a significant, positive, and moderate relationship between MLS and SROL.…”

Section: Discussionmentioning

confidence: 99%

“…This finding of the current study seems to be consistent with the research which found that students using metacognitive strategies have higher self-control in their learnings. They also claimed that students use learning strategies to regulate their learnings (Saraff et al, 2020). Zheng et al (2020) also demonstrated that the more learners are competent self-regulated, the more effective strategies they adopt and the more accomplished they become.…”

Section: Discussionmentioning

confidence: 99%

“…From this point, this research aims to investigate the metacognitive learning strategies and the level of self-regulated online learning of prospective teachers in relation to some variables and then correlate them with each other to reveal the relationship and contribute to the field.Studies have been seeking the role of cognition (Hofer, Yu & Pintrich, 1998;Wirth et al, 2020), motivation in SRL (Aguilar et al, 2021;Ariani, 2016;Daumiller & Dresel, 2019;Pintrich, 1999;Wolters, 2003), and both (Finn, 2020). However, a few studies address metacognition and self-regulated learning (Akamatsu, Nakaya & Koizumi, 2019;Mekala & Radhakrishnan, 2019;Saraff et al, 2020;Sperling et al, 2004) by the best knowledge of the researchers. Moreover, they were all conducted to regulate learning through in-person instructions.…”

Section: Introductionmentioning

confidence: 99%

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Examining Prospective Teachers’ Metacognitive Learning Strategies and Self-Regulated Online Learning Levels During Covid-19 Pandemic

Akyıldız

Kaya

2022

Int. J. of Cont. Edu. Res.

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The Covid-19 pandemic is a challenge to education. To address this crisis, online or distance learning came to the fore. Educators recommended student-centered practices to weather the storm. Therefore, the incorporation of self-regulated learning (SRL) and metacognitive learning strategies (MLS) into online learning is considered necessary. Therefore, the aim of this study was to investigate the use of self-regulated online learning (SROL) and students' MLS levels, explore the relationship between them, and find out how the use of MLS predicts the online SRL capacities of Turkish trainee teachers in the period of distance education and contributes to the new educational paradigm after the pandemic.The study was designed as a correlational survey model in which 567 prospective teachers from Fırat University Faculty of Education in Turkey participated. Data were collected using the MLS Determination Scale-SROL questionnaire for prospective teachers. Data were analysed using t-test, ANOVA and simple linear regression. The results revealed that the participants have high levels of SROL and use MLS frequently. While SROL and MLS levels of participants do not differ in terms of gender, they differ concerning participants' departments, class levels, and time of self-study. Lastly, the use of MLS was a positive predictor of SROL.

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Impact of Metacognitive Strategies on Self-Regulated Learning and Intrinsic Motivation

Cited by 10 publications

References 15 publications

Metacognitive Skills and Self-Regulated Learning in Prospective Chemistry Teachers: Role of MetacognitiveSkill-Based Teaching Materials

Metacognitive Skills and Self-Regulated Learning in Prospective Chemistry Teachers: Role of MetacognitiveSkill-Based Teaching Materials

Learning in Adverse Circumstances: Impaired by Learning With Anxiety, Maladaptive Cognitions, and Emotions, but Supported by Self-Concept and Motivation

Examining Prospective Teachers’ Metacognitive Learning Strategies and Self-Regulated Online Learning Levels During Covid-19 Pandemic

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