Improving self-monitoring and self-regulation: From cognitive psychology to the classroom |
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| Authors: | Anique BH de Bruin Tamara van Gog |
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| Institution: | 1. Department of Education, Utrecht University, The Netherlands;2. Freudenthal Institute, Utrecht University, The Netherlands;3. Department of Methodology and Statistics, Utrecht University, The Netherlands;1. Department of Curriculum, Foundations, & Reading, Georgia Southern University, P.O. Box 8144, Statesboro, GA 30460-8144, USA;2. Department of Educational Psychology, University of Nevada, Las Vegas, 4505 Maryland Parkway, Box 453003, Las Vegas, NV 89154-3003, USA;3. Department of Psychology, Metropolitan State University of Denver, 890 Auraria Parkway, Denver, CO 80204, USA;1. University of Groningen, Groningen Institute for Educational Research, The Netherlands;2. Department of Psychology, Education, and Child Studies, Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, The Netherlands;1. Maastricht University, Department of Educational Development & Research, Graduate School of Health Professions Education, P.O. Box 616, 6200 MD Maastricht, The Netherlands;2. Erasmus University Rotterdam, Department of Psychology, P.O. Box 1783, 3000 DR Rotterdam, The Netherlands;1. Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, The Netherlands;2. Department of Education, Utrecht University, The Netherlands;3. Department of Educational Development and Research, Maastricht University, The Netherlands;4. Early Start Research Institute, University of Wollongong, Australia |
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| Abstract: | Although there is abundant experimental metamemory research on the relation between students’ monitoring, regulation of learning, and learning outcomes, relatively little of this work has influenced educational research and practice. Metamemory research, traditionally based on experimental paradigms from cognitive psychology, can potentially contribute to designing and improving educational interventions that foster self-monitoring and self-regulation in children, adolescents, and young adult learners. We describe the metamemory paradigm, and provide a short overview of the insights it has generated with regard to improving metacognitive skills in these groups of learners. Moreover, we summarize the contributions to this special issue on translating insights from cognitive psychology research on metamemory to educational research and practice, and describe possible themes and directions for future research that could further bridge the gap between fundamental and more applied research on metacognition, so as to design effective educational interventions. |
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