Learning to Self-Monitor and Self-Regulate

Authored by: Marcel V. J. Veenman

Handbook of Research on Learning and Instruction

Print publication date:  December  2010
Online publication date:  February  2011

Print ISBN: 9780415804608
eBook ISBN: 9780203839089
Adobe ISBN: 9781136882159

10.4324/9780203839089.ch10

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Abstract

In the educational literature, the terms metacognition and self-regulated learning are often used interchangeably (Veenman, 2007), although their conceptual roots and theoretical perspectives are quite distinct (Dinsmore, Alexander, & Loughin, 2008; Fox & Riconscente, 2008). Metacognition theory originated from developmental psychology with Piaget (Inhelder & Piaget, 1958) and Flavell (1970) as progenitors. Metacognition initially focused on the “reflective abstraction of new or existent cognitive structures” (Dinsmore et al., 2008, p. 393), that is, on the developing person’s thinking about cognition. Later, Brown and DeLoache (1978) affixed self-regulatory mechanisms to the conceptualization of metacognition.

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