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Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations
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Schunk, Dale H. – Educational Psychology Review, 2008
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…
Descriptors: Academic Achievement, Metacognition, Educational Policy, Teaching Methods