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Direct linkKarabenick, Stuart A.; Berger, Jean-Louis; Ruzek, Erik; Schenke, Katerina – Metacognition and Learning, 2021
There is substantial evidence that students' use of self-regulated learning strategies is directly related to their motivation to achieve desired learning outcomes (designated outcome motivation: OM). Further, motivational beliefs about the strategies themselves (designated strategy motivation: SM) may also influence strategy use. In the absence…
Descriptors: Learning Strategies, High School Students, Student Motivation, Metacognition
Zhenlei Huang; Xinjian Hu; Xiaojuan Yu; Jingjing Deng – Metacognition and Learning, 2024
The present study investigated the profiles of motivational regulation strategies for writing (MRSW) and examined the relationship between learners' use of MRSW and their English writing performance across different profiles. L2 Writing Strategies for Motivational Regulation Questionnaire (L2WSMRQ) was administered to examine the potential…
Descriptors: Metacognition, Second Language Learning, Second Language Instruction, English (Second Language)
Barzilai, Sarit; Ka'adan, Ibtisam – Metacognition and Learning, 2017
Learning to integrate multiple information sources is vital for advancing learners' digital literacy. Previous studies have found that learners' epistemic metacognitive knowledge about the nature of knowledge and knowing is related to their strategic integration performance. The purpose of this study was to understand how these relations come into…
Descriptors: Epistemology, Metacognition, Computer Literacy, Information Sources
Ben-Eliyahu, Adar; Linnenbrink-Garcia, Lisa – Metacognition and Learning, 2015
An integrative framework for investigating self-regulated learning situated in students' favorite and least favorite courses was empirically tested in a sample of 178 high school and 280 college students. Building on cognitive, clinical, social, and educational conceptions of self-regulation, the current paper integrated affective (e.g.,…
Descriptors: Metacognition, Learning Strategies, Self Control, Prediction
Leutwyler, Bruno – Metacognition and Learning, 2009
The main objective of this study is to identify the development of students' self-reported use of metacognitive learning strategies during high school. Therefore, the study analyses the differential development patterns of 1,432 students, between grade 10 and 12, in a longitudinal sample. The results suggest that, from a global perspective, there…
Descriptors: High School Students, Learning Strategies, Grade 10, Metacognition
