The Influence of Metacognitive Strategies on the Development of Pupils´Skills of Self-Direct their Learning
Vol.19,No.2(2009)
Abstract
Keywords:
self-regulation; self-regulation learning skills; metacognition; metacognitive strategies; experimental method
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.
self-regulation; self-regulation learning skills; metacognition; metacognitive strategies; experimental method
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