The metacognitive control components of self-regulated learning

Abstract

The paper describes the role of metacognitive control activity in self-regulated learning. Metacognitive components are seen as necessary but insufficient for self-regulated learning, and given special status in maintaining system efficiency. Students who can protect their intentions to learn in school from competing goals or interests, as well as distracting stimuli, are likely to accomplish school tasks adequately even if their grades fall short of perfect. Task accomplishment is important to continued motivation for schoolwork, and is also a gauge by which teachers evaluate students. A theory of the psychological processes that define volition provides a useful framework for interpreting data from various classroom investigations. Directions for future experimental research are discussed.