We investigated the advancement of self-regulated learning (SRL) in diverse educational settings, including science, mathematics, and humanities disciplines. We identified practices for assessing students' SRL and encouraging reflection. The research questions were: (1) Can sustained changes in students' perceptions of SRL over time be assessed,…

Self-regulated learning (SRL) encompasses cognitive, metacognitive, and motivational learning strategies and is highly relevant for academic achievement. Although students have mostly acquired high-level SRL strategy knowledge by the time they reach college, they often show deficiencies in their application of SRL strategies. In order to…

Lecturers often claim that time constraints cause tension regarding feedback on students' assessment opportunities. Assessment strategies for effective feedback procedures can lead to early identification of problem areas in student performance. Numerous students at higher education institutions (HEIs) do not complete their qualifications or take…

The present study explored the accuracy of participants' (N = 317) metacognitive awareness (self-reported difficulty and confidence) of psychology concepts and the moderating effects of their psychology background (academic major, number of psychology courses completed, and overall psychology course grades). Participants first rated the difficulty…

The primary purpose of this study was to systematically review the literature regarding the characteristics, use, and implementation of an emerging assessment methodology, "SRL microanalysis." Forty-two studies across diverse samples, contexts, and research methodologies met inclusion criteria. The majority of studies used microanalysis…

Background: Self-related information is difficult to ignore and forget, which brings valuable implications for educational practice. Self-referential encoding techniques involve integrating self-referencing cues during the processing of learning material. However, the evidence base and effective implementation boundaries for these techniques in…

Study habits drive a large portion of how university students study. Some of these habits are not effective in fostering academic achievement. To support students in breaking old, ineffective habits and forming new, effective study habits, an in-depth understanding of what students' study habits look like and how they are both formed and broken is…

The emerging interest in self-directed learning (SDL) in the context of language learning has focused less on specific learning strategies selected by language learners based on their discoveries. Anchored on Boyatzis' Theory of Self directed Learning (2001) and Classifications of Language Learning Strategies by O'Mally and Chamot (1990), and…

Teachers' technological experiences are constrained by limitations in reflective decision-making and theoretical frameworks. Challenges with the technological pedagogical content knowledge framework (TPACK) are often associated with deficits in self-regulation. To effectively develop TPACK, it is recommended that educators focus on enhancing…

The purpose of this paper is to contribute to the literature related to assessment cocreation, specifically on students' perspectives on their participation throughout the process, including the professor's role as well as the knowledge and skills students acquired in assessment co-creation in online and blended settings. To do so, we conducted…

Individuals frequently make use of the body and environment when engaged in a cognitive task. For example, individuals will often spontaneously physically rotate when faced with rotated objects, such as an array of words, to putatively offload the performance costs associated with stimulus rotation. We looked to further examine this idea by…

Students with awareness and control of their own thinking can learn more and perform better than students who are not metacognitive. Metacognitive regulation is how you control your thinking in order to learn. It includes the skill of evaluation, which is the ability to appraise your approaches to learning and then modify future plans based on…

This article presents a focused analysis of teacher and student interaction in feedback conversations to contribute to an understanding of feedback as a dialogic process. Extending the work of previous research, two new and detailed coding frameworks--one for teacher feedback and another for student feedback--were developed to capture…

The current study explores the nature and relationships among test takers' performance appraisals, appraisal calibration, and reported cognitive and metacognitive strategy use in a language test situation. Performance appraisals are executive processes of strategic competence for judging test performance (e.g., evaluating the correctness or…

College students ("N" = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation…