Self-Regulated Learning, Cognition and Metacognition

Eduard Balashov, PhD (Editor)
Associate Professor, National University of Ostroh Academy, Ukraine

Series: Education in a Competitive and Globalizing World
BISAC: EDU009000

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Edited by I Leslie Rubin, Robert J Geller, Abby Mutic, Benjamin A Gitterman, Nathan Mutic, Wayne Garfinkel, Claire D Coles, Kurt Martinuzzi, and Joav Merrick

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Self-regulated learning is one of the phenomena, which is seen as highly important for successful student academic performance. It is considered to be one of the key components for achieving academic success by the students, which has become topical in recent years in higher education. However, most studies on self-regulated learning have been prepared in the tradition more specifically focused at its mechanisms, types etc.

Although self-regulated learning as a topic is far from being new, the studies, specifically placing self-regulated learning in the context of its cognitive and metacognitive aspects perspective, are rarer. The aim of this book is to precisely further explore this perspective, using theoretical and empirical data from various sources all over the globe. The contribution of this book deals with a broad range of issues concerning self-regulated learning, cognition and metacognition.
However, this book deals not only with the theoretical research of the various aspects of self-regulated learning. Other intriguing issues have also been examined, such as why self-regulated learning is so effective, its linkage with cognitive psychology research; developmental trends of adolescents’ learning strategies and academic motivation in relation to age and gender; self-regulatory climate in college math labs; metacognitive self-regulated models in math learning for students with special needs; cognitive and metacognitive strategy use in reading; students’ goals, motivation and self-initiated actions for improving English and delivery skills for oral presentations; self-regulated cognitive and metacognitive learning strategy use and access to online learning activities to university students’ academic success in a blended context etc.

Qualitative and quantitative approaches to the research have produced better insight and deeper understanding of the students’ goals and motives, as well as attitudes and differences in their academic achievements. Some of the chapters in this book present the empirical results of in-depth interviews, discussions and participant observation.

I hope that my contribution in this book will advance our understanding of the variety in cognitive and metacognitive aspects of self-regulated learning; the differences between the attitudes and genders; the impact of cognition and metacognition on self-regulated learning of students and their academic excellence. I also hope that this book will contribute to further recognition of self-regulated learning as an interesting and important topic for further scientific research.

I wish to thank to all those who have contributed to the preparation of this book. As editor, I invited scholars from different disciplines and countries to prepare their contributions in order to get the broadest possible overview of the current status of knowledge in the sphere of self-regulated learning, its connection with cognition and metacognition. I believe that the resulting variation has been properly reflected in this book. I thank all the authors not only for their contribution, but also for their accuracy during the preparation of the appropriate chapters.
(Imprint: Nova)

Preface

Chapter 1. Why Is Self-Regulated Learning so Effective? Its Links with Cognitive Psychology Research
(Linda B. Nilson, PhD, Office of Teaching Effectiveness and Innovation, Clemson University, Clemson, South Carolina, US)

Chapter 2. Developmental Trends of Adolescents’ Learning Strategies and Academic Motivation in Relation to Age and Gender
(Katrin Saks, PhD, and Äli Leijen, PhD, Institute of Education, University of Tartu, Tartu, Estonia)

Chapter 3. Psychological Peculiarities of Self-Regulated Learning of the First-Year and Graduate Students
(Eduard Balashov, Ihor Pasichnyk, Ruslana Kalamazh and Yuriy Plyska, Department of Psychology and Pedagogy, National University of Ostroh Academy, Ostroh, Ukraine, and others)

Chapter 4. Self-Regulatory Climate in the College Math Lab
(Judi Randi, Yevgeniya Rivers, University of New Haven, West Haven, CT, US)

Chapter 5. A Dynamic Meta-Cognitive Self-Regulation Model in Mathematical Problem Solving for Students with Special Needs
(Meirav Tzohar-Rozen and Nitza Mark-Zigdon, Levinsky College of Education, Tel Aviv, Israel)

Chapter 6. Self-Regulated Metacognitive and Cognitive Strategy Use in L2 Reading among High-, Moderate-, and Low-Achieving Readers
(Feifei Han, Office of Pro-Vice-Chancellor [Arts, Education and Law], Griffith University, Brisbane, Australia)

Chapter 7. Tertiary-Level Students’ Goals, Motivation and Self-Initiated Actions for Improving English and Delivery Skills for Oral Presentations: An Exploratory Quantitative Study in the Context of Self-Regulated Learning
(Art Tsang, PhD, and Mei Yin Lam, Assistant Professor, Faculty of Education, Chinese University of Hong Kong, Hong Kong, and Graduate in Psychology, the City University of Hong Kong)

Chapter 8. Predictions of Self-Regulated Cognitive and Metacognitive Learning Strategy Use and Access to Online Learning Activities to University Students’ Academic Success in a Blended Context
(Feifei Han and Jitka Vaculíková, Office of Pro-Vice-Chancellor [Arts, Education and Law], Griffith University, Brisbane, Australia, and others)

Index

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