Clarifying Metacognition, Self-Regulation, and Self-Regulated Learning: What’s the Purpose?
- 4.5k Downloads
In this commentary on the special issue, I join the authors in searching for a conceptual framework that would clarify the concepts of metacognition, self-regulation, and self-regulated learning. Building on the insights of the different articles, I suggest that metacognition, self-regulation, and self-regulated learning should be considered as subtypes of the general, abstract, phenomenon of self-regulated action. I continue by questioning the benefit of seeking boundaries between these three concepts. Instead, I propose to search for dimensions along which types of self-regulated action vary. I, then, introduce the notion of a “multidimensional conceptual space of self-regulated action” as a conceptual tool that allows for diversity of conceptions of self-regulated action while maintaining conceptual clarity. I conclude by highlighting the central role of purpose of engagement in self-regulated action and by noting its potential for guiding the search for meaningful dimensions on which to typify self-regulation.
KeywordsMetacognition Self-regulation Self-regulated learning Motivation
- Carver, C. S., & Scheier, M. F. (1981). Attention and self-regulation: a control-theory approach to human behavior. New York: Springer.Google Scholar
- Diaz, R. M., Neal, C. J., & Amaya-Williams, M. (1990). The social origins of self-regulation. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 127–154). Cambridge: Cambridge University Press.Google Scholar
- James, W. (1890). The principles of psychology. New York: Holt.Google Scholar
- Kaplan, A., & Maehr, M. L. (2002). Adolescents’ achievement goals: Situating motivation in socio-cultural contexts. In F. Pajaers, & T. Urdan (Eds.), Adolescence and education: Vol. 2, Academic motivation of adolescents (pp. 125–167). Greenwich: Information Age.Google Scholar
- Kaplan, A., Lichtinger, E., & Gorodetsky, M. (2008). Achievement goal orientations and self-regulation in writing: An integrative perspective. Journal of Educational Psychology, in press.Google Scholar
- Maehr, M. L. (1984). Meaning and motivation: Toward a theory of personal investment. In C. Ames, & R. Ames (Eds.), Research on motivation in education (Vol. 1, pp. 115–144). New York: Academic.Google Scholar
- McCaslin, M. (2004). Coregulation of opportunity, activity, and identity in student motivation: Elaborations on Vygotskian themes. In D. M. McInerney, & S. Van Etten (Eds.), Research on sociocultural influences on motivation and learning: Big theories revisited (Vol. 4, pp. 249–274). Greenwich: Information Age.Google Scholar
- Nicholls, J. G. (1989). The competitive ethos and democratic education. Cambridge: Harvard University Press.Google Scholar
- Roeser, R. W., Peck, S. C., & Nasir, N. S. (2006). Self and identity processes in school motivation, learning, and achievement. In P. A. Alexander, & P. H. Winne (Eds.), Handbook of educational psychology (2nd ed., pp. 391–424). Mahwah: Erlbaum.Google Scholar
- Tajfel, H., & Turner, J. C. (1986). The social identity theory of intergroup behavior. In S. Worchel, & W. G. Austin (Eds.), Psychology of intergroup relations (pp. 7–24). Chicago: Nelson-Hall.Google Scholar