Self-report is required to assess mental states in nuanced ways. By implication, self-report is indispensable to capture the psychological processes driving human learning, such as learners' emotions, motivation, strategy use, and metacognition. As shown in the contributions to this special issue, self-report related to learning shows convergent…

Chew and Cerbin (2021) offer a fruitful way of thinking deeply about teaching economics. In this article, the author offers several ideas on how to offload parts of three of the cognitive challenges they identify to an online module that any instructor could assign to their students. Ideally, this module would be described in an economics…

In this article, the author discusses neoliberalism as an extension of settler colonialism. The article provides commentary on five recent articles on teacher education and the neoliberal agenda. The article presents an analysis of neoliberalism as despair, and as a form of nihilism. The author discusses an indigenous model of school reform and…

The commentary discusses phenomena highlighted in the studies of the special issue such as the hypercorrection effect, overconfidence, and the efficiency of interventions designed to increase monitoring accuracy. The discussion is based on a broader theoretical framework of self-regulation of learning that stresses the inferential character of…

This paper claims that the current theories of Self-regulated learning (SRL) are short-sighted. The author provides a comprehensive, but brief, overview of SRL which addresses such issues as (a) SRL processes, (b) SRL strategies, (c) compartments of SRL, (d) theories of SRL, (e) agency in SRL, and (f) models of SRL. He then presents a new model…

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…

The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of…

The comment starts with a review of the authors' four phase model of SRL as metacognitive, motivated, and strategic where it is suggested to complete the model with aspects of motivation, emotion, and attribution. Furthermore, integrating theories about "online motivation" within the model's internal regulatory part and framing it with elements of…

The field of experiential education can be enhanced through the use of meditation. The vision statement of the Association for Experiential Education includes the aim of creating a just and compassionate world. This goal can be approached one person at a time by encouraging each individual in the field to become a just and compassionate person.…

Defines executive functions and self-regulation and explores the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD). A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. (Author)

Can one be open-minded about a strongly held belief? I defend a reconciliation of the suggested conflict that turns on open-mindedness as an educational aim subordinate to the aim of knowledge, and as an attitude about one's beliefs (a second-order or meta-belief), not a weakened attitude toward a proposition believed. The reconciliation is…