The intersection between depth and the regulation of strategy use

Abstract

EditorialThe intersection between depth and the regulation of strategy use BackgroundThe focus of most educational research is to address how learners move towards more effective problem-solving or how learning during a task can be more facilitative to help those learners effectively solve future problems. The multitude of processes that individuals engage in during problem-solving or learning has been at the heart of empirical and theoretical inquiry designed to uncover how learners' processing can best be facilitated to maximize educational and problem-solving outcomes. Lines of inquiry that are bound by type of process (e.g., self-regulatory processing versus metacognitive processing) or bound by a certain theoretical frame or model (e.g

The relation between cognitive and metacognitive processing: Building bridges between the SRL, MDL, and SAL domains

“…Metacognitive processing in the SRL-, MDL-, and SAL-based studies For what Dinsmore and Fryer (2018) labelled metacognitive processing, various definitions and operationalizations were used in the articles of this special issue. In the studies using the MDL, the term 'metacognitive strategies' was used, which were defined as strategies 'that are aimed at either monitoring or controlling cognitive strategies' (Parkinson & Dinsmore, 2018).…”

“…Since the 1970s, multiple theories on student learning have been developed and refined (for an overview, see Dinsmore, ; Fryer, ). Rather than continuing researching separate theories and domains, Dinsmore and Fryer () argue that confronting and combining different perspectives may get us further. Therefore, the current special issue sets out to address the relation between ‘cognitive and metacognitive (or self‐regulatory) processing’ by relying on ‘multiple theoretical perspectives crossed with multiple methods’ (Dinsmore & Fryer, ).…”

“…Rather than continuing researching separate theories and domains, Dinsmore and Fryer () argue that confronting and combining different perspectives may get us further. Therefore, the current special issue sets out to address the relation between ‘cognitive and metacognitive (or self‐regulatory) processing’ by relying on ‘multiple theoretical perspectives crossed with multiple methods’ (Dinsmore & Fryer, ). It brings together seven contributions, focusing on learning either during higher education or during last years of high school.…”

Looking down the road: Future directions for research on depth and regulation of strategic processing

“…Any issue that effectively addresses any one of these complex questions will have made a significant contribution to the extant literature and set a course for improved enhanced student learning and instructional practice. Moreover, in conceptualizing this issue, Dinsmore and Fryer not only sought international scholars with expertise in this field, but also individuals representing varied theoretical and methodological traditions. That diversity is more than evident in this collection of articles.…”

“…It is a privilege to serve as a commentator for this Special Issue that examines the complicated relation between depth and regulation of strategic processing, especially in the light of the international scholars chosen as contributors. According to the editors, the purpose of this issue is to consider how levels of cognitive strategy use among students relate to their metacognitive or self‐regulatory behaviours (Dinsmore & Fryer, ). Contributors to the issue were to be guided by three overarching questions:…”