METACOGNITION AND SELF-REGULATED LEARNING

Abstract

Learning relies partly on effectively using fundamental cognitive processes like memory and attention, activating relevant background knowledge, and applying cognitive strategies to achieve specific goals. To ensure these basic processes are used efficiently, that the activated knowledge is truly relevant, and that suitable strategies are employed, learners must also possess awareness and control over their cognitive processes through higher-level cognition known as metacognition. This paper explores the concepts of metacognition and self-regulated learning, as well as the role of teachers in fostering students’ development of metacognition and self-regulated learning skills.