METACOGNITION AND LEARNING: STRATEGIES FOR ENHANCING SELF-REGULATED THINKING

Abstract

Metacognition, defined as “thinking about one’s thinking,” is a critical determinant of effective learning and self-regulated behavior in students. This chapter explores the theoretical foundations, components, and practical strategies for enhancing metacognitive skills, emphasizing their role in promoting planning, monitoring, and evaluation of learning processes. Metacognitive strategies, including goal-setting, self-questioning, and reflective journaling, support learners in becoming independent, strategic, and adaptive thinkers. Technology further enhances metacognition by providing scaffolds, real-time feedback, and reflective platforms that make thinking processes visible and actionable. Teachers play a pivotal role in modeling, scaffolding, and fostering a reflective learning environment, alongside cultivating a growth mindset. Developing metacognitive awareness empowers learners to take ownership of learning, improve problem-solving and critical thinking, and navigate complex academic and real-world tasks effectively.