Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion

Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87–95. doi: 10.1007/s11409-009-9035-7.

BibTex

BibTex

BibTex 

@article{azevedo2009theoretical,
author = {Azevedo, Roger},
date-added = {2011-04-22 13:27:01 -0400},
date-modified = {2012-02-03 08:17:49 +0000},
doi = {10.1007/s11409-009-9035-7},
issn = {1556-1623},
journal = {Metacognition and Learning},
keywords = {self-regulated learning},
number = {1},
pages = {87--95},
read = {1},
title = {Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion},
url = {http://www.springerlink.com/content/5257hm23003316g0/fulltext.pdf},
volume = {4},
year = {2009},
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}

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(e.g., number of JOLs during learning, when JOLs are deployed during learning, processes that precede and follow JOLs, and the number of JOL- and JOL+ and their relation to subsequent SRL processes); (loc: 202-4)

These data can be correlated with learning outcomes and used for predictive purposes when used in conjunction with computer-based learning environments (e.g., Azevedo 2009; Leelawong and Biswas 2008; Graesser et al. 2005). (loc: 204-7)

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