What Are The Theoretical Foundations Of Metacognition, Self Regulated Learner
Self-regulated learning theory suggests that metacognitive elements play a crucial role in improving students' cognitive abilities. Results from studies have shown that the use of self-regulated learning significantly increases reading performance. Metacognition and self-regulated learning are fundamental to learning and have been linked to higher achievement. Metacognition is considered the core of self-regulated learning, as it involves skills and strategies that regulate and control learning. Self-regulated action, which includes metacognition, self-regulation, and self-regulated learning, has been studied extensively. The purpose of one study was to investigate the differences in metacognitive self-regulated learning in computer- and paper-based reading. Self-regulation and metacognition strategies help learners monitor and evaluate their learning strategies. The article offers seven practical recommendations to help teachers develop metacognitive knowledge and skills in their students. Providing students with knowledge and skills on self-regulating their learning can improve their motivation, behavior, and metacognitive abilities. In order to effectively self-regulate their learning, students need to have metacognitive knowledge about higher-order skills to monitor and regulate their cognitive activities.
Metacognition, self-regulated learning, and higher-order reading skills in primary schools have strong theoretical foundations in educational psychology. Self-regulated learning theory emphasizes the role of metacognitive processes in enhancing students' cognitive abilities. Studies have shown that self-regulated learning significantly improves reading performance among primary school students.
Metacognition, which involves the awareness and regulation of one's thinking processes, is considered fundamental to self-regulated learning. It enables students to develop and employ strategies to regulate and control their learning. This includes monitoring, evaluating, and adjusting their cognitive activities to support learning and comprehension. Moreover, metacognitive strategies are closely linked to higher-order reading skills, such as critical thinking, analysis, and synthesis of complex texts.
Teachers play a vital role in fostering metacognitive knowledge and skills in their students. By providing guidance and instruction in self-regulated learning, educators can help students develop the necessary metacognitive competencies to monitor, regulate, and optimize their cognitive processes while engaging with challenging reading materials. This, in turn, can enhance students' motivation, behavior, and overall metacognitive abilities.
In summary, the theoretical foundations of metacognition, self-regulated learning, and higher-order reading skills in primary schools underscore the importance of fostering students' metacognitive awareness and self-regulatory practices to support their cognitive and academic development.
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