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Educational Psychology Review

, Volume 20, Issue 4, pp 463–467 | Cite as

Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations

  • Dale H. SchunkEmail author
Commentary

Abstract

Much research has been conducted on metacognition, self-regulation, and self-regulated learning, but the articles in this special issue make it clear that we still have many unanswered questions. Recommendations for research include providing clear definitions of processes, identifying relevant theories, ensuring that assessments clearly reflect processes, linking processes with academic outcomes, conducting more educational developmental research, and tying processes firmly with instructional methods. Collectively, these recommendations will enhance our understanding of metacognition, self-regulation, and self-regulated learning and will lead to solid implications for educational policy and practice.

Keywords

Metacognition Self-regulation Self-regulated learning Motivation 

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Copyright information

© Springer Science+Business Media, LLC 2008

Authors and Affiliations

  1. 1.School of Education, 329 CurryThe University of North Carolina at GreensboroGreensboroUSA

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