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Problem 3 - Metacognition Summary 1.8 Human Learning (FSWP1-080-A)
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Complete summary of the literature for Problem 3 - Metacognition from course 1.8 Human Learning
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Problem 3 – MetacognitionSelf-regulation: a process we use to activate and sustain our thoughts, behaviors, and emotions in
order to reach our goal
Self-regulated learning: learning seen as the skill and will applied to analyze a learning task, setting
goals and planning how to carry out a task, applying skills and making adjustments in learning
- Metacognitive, motivated to learn and strategic
- Posses: academic learning skills, self-awareness, self-control, and motivation for learning
Self-starter: continuing to learn independently throughout life
Motivated Strategies for Learning Questionnaire (MSLQ)
• Assesses student’s self-regulated learning and motivation
• Looks at:
o Use of cognitive strategies: When I study for a test I read the book and make notes.
o Sense of efficacy: I know I can learn to pass the test.
o Self-regulation: Do I know the material well? Do I keep studying even when the
material is not interesting?
• Self regulated learners transform their mental abilities into academic skills and strategies
• For younger students, self-regulation of attention and emotion are important
What influences self-regulation
KNOWLEDGE
• About themselves, the subject, the task, strategies for learning, contexts which they will
apply in learning
• “expert students” know about themselves and can reflect on their own learning process
o “metacognitive knowledge” includes knowing preferred learning approaches,
challenges of a certain material, own interests and talents & how to use own
strengths
o Know about the subject being studied →can adapt their knowledge to meet new
demands, the more they know, the easier to learn new material
o They know different tasks require different learning approaches
▪ E.g. mnemonics for simple memorization
▪ Concept map for comprehension
o These students not only know but also can apply these strategies automatically
o Set motivating goals, and connecting present efforts to their accomplishments
o Content knowledge and self-knowledge are important
MOTIVATION
• Students who have greater individual interest in an activity tend to be better at self-
regulation
• Motivational beliefs also influence self-regulation
o Students who have higher self-efficacy for managing their learning task use
▪ More self-regulative strategies
▪ Perform better in school
▪ Believe their intelligence and abilities are improvable
, • Those who believe in their capabilities can better focus on their attention, cognitive and
emotional resources on the task
o They know why they are studying
o Feel more self-determined
o Less controlled by others
VOLITION / WILLPOWER
• Having the power to make your own decisions / protecting opportunities to reach goals
• Self-regulated learners
o know how to protect themselves from distractions
o have methods to cope with anxiety or laziness
o know what to do when they are tempted to stop working
• volition is effortful but can become more automatic → “work ethic”
• related concepts:
o self-control: capacity to regulate attention, emotion and behavior in presence of
temptation e.g. marshmallow experiment (follow up: higher SAT scores, responded
better to stress, less health problems, better social skills)
o grit: personality trait of perseverance and determination / passion to pursue long-
term goals
▪ higher school performance, can be cultivated
▪ students blamed for school misfortunes, racist?, is it unique?, not clear
relation with school performance (self-efficacy does but probably not grit)
• long term, takes time
• Social Cognitive Theory:
o Many factors internal, external must be considered
o Self-regulation important but not the only criterion
DEVELOPMENT OF SELF-REGULATION
Social cognitive theory: interaction of
• Personal factors – neurobiological development, personal beliefs, cognition
• Environmental/social factors – family/school support, friends
• Behavioral factors
General model of self-regulation development – D. Schunk 1999
1. Childhood: self-regulation skills learned by observation and imitation
2. Control gradually transfers on the learner
3. Success in application → internalize modeled strategies, demonstrate greater level of self-
control
4. Independent, adaptive self-regulation in novel situations (self-reinforcement, higher
efficacy…)
Self-regulation relies on cognitive functioning
• Key executive functions:
o Inhibitory control – resisting
o Working memory – holding info in the mind while performing other mental tasks
o Cognitive flexibility – seeing things through diff. perspectives
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