The Influence of Metacognitive Strategies on the Development of Pupils´Skills of Self-Direct their Learning

In general the paper is focused on the topic of self-regulation and the possibilities of its development. The first part introduces basic approaches and models of self-regulation and specifies the concept and definition of metacognition as a partial component of self-regulation. The paper further aims a) to diagnose the level of lower-secondary pupils’ selfregulation skills, and b) to examine the influence of practicing metacognitive strategies on the development of self-regulating skills by means of an experimental design, and c) to describe factors that may influence the development of self-regulating skills by means of analysing four ‘extreme cases’. Research shows that systematic practicing of metacognitive strategies may lead to the acquisition of self-regulation skills.