Spiritual disciplines are practices of transformation intentionally pursued through the day-to-day actions of deeper living. The spiritual disciplines are conceptualized here in their relationship to profound learning. The authors contend that profound learners exhibit certain dispositions, such as curiosity, that facilitate continual growth.…

A possible explanation for why students do not benefit from learner-controlled instruction is that they are not able to accurately monitor their own performance. The purpose of this study was to investigate whether and how the accuracy of metacognitive judgments made during training moderates the effect of learner control on performance when…

The aim of the study was to investigate the influence of student-activated teaching styles through a specific intervention program on students' self-regulation, lesson satisfaction, and motivation. Six hundred and one 7th grade students (318 boys and 283 girls), aged 13 years were randomly assigned to an experimental group and a comparison group.…

The paper covers a diverse range of topics, the areas of interest for this particular paper include (a) knowledge structures and mental models, (b) problem solving processes, (c) metacognition, (d) skill acquisition, (e) individual learning styles, and (f) transfer of learning. The following brief synopsis of the paper serves to illustrate the…

The use of technology to support learning is well recognised. One generation ago a major strand of human--computer interaction research focussed on the development of forms of instruction in how to interact with computers. Today, however, the advanced usability of modern technologies has all but removed the presence of many user manuals. Learners,…

An inherent aspect of learner-controlled instructional environments is the ability of learners to affect the degree of difficulty faced during training. However, research has yet to examine how learner-controlled practice difficulty affects learning. Based on the notion of "desirable difficulties" (Bjork, 1994), this study examined the…

Recent research suggests that clickers (electronic feedback devices) influence metacognition. This article reports qualitative findings from a quasi-experimental study comparing clickers and low technology polling. We sought to establish how clickers influence metacognition and whether differences exist in how each response system influences…

In theoretical models of self-regulated learning, calibration is one important component in successful learning. Two issues of calibration are explored. First, Nelson (1987) suggested the "G" (gamma) coefficient is the most appropriate measure of calibration (judgment accuracy) and rejected signal detection theory's "d'"…

Learning protocols are a self-guided way of writing that allows for elaboration and reflection on learning content. In an experimental study (N = 103), we supported protocol writing with prompts to elicit important strategies as postulated by a cyclical model of self-regulated learning. Students received either (a) no prompts, (b) cognitive…

Recent research has emphasized the importance of reflection for students in intelligent learning environments. This study tries to investigate whether agent prompts, acting as scaffolding, can promote students' reflection when they act as tutor through teaching the agent tutee in a learning-by-teaching environment. Two types of agent prompts are…

Engagement in self and peer assessment are authentic ways in which students can develop evaluative and productive knowledge and expertise, necessary prerequisites if they are to become autonomous learners. Teachers in the current study who had articulated similar beliefs in regard to the importance of developing student autonomy and who had…

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…

This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3-5 year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of…

Metacognitive knowledge--what students know about themselves, the tasks they complete and their learning strategies--is essential for successful self-directed learning. It follows that those who work in self-directed learning settings need to stimulate their students' metacognitive development. Previous research in metacognition has defined its…

The terms metacognition, self-regulation, and self-regulated learning appear frequently in the educational literature and are sometimes used interchangeably. In order to explore the theoretical and empirical boundaries between these three constructs and the perceptions or misperceptions that their broad and often unqualified application may…