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The evidence behind the series
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3 references
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- Vol 2 RE: App D
self-regulated learningmetacognitive regulationcognitive strategiesacademic motivationscience inquiryself-explanationconcept mappingJournal article Evidence summaryAt a glance
Schraw, Crippen, and Hartley review self-regulated learning in science education through three interacting components: cognition, metacognition, and motivation. Cognitive strategies help learners encode, organise, elaborate, and retrieve scientific knowledge.
Key ideas
Metacognition includes knowledge about cognition and regulation through planning, monitoring, and evaluation. Motivation supplies beliefs and goals that influence whether strategies are initiated and sustained, including self-efficacy, task value, and goal orientations. Effective learners coordinate all three rather than relying on isolated study techniques. The authors connect the framework to science practices and review instruction using inquiry, collaborative learning, strategy teaching, self-explanation, prompts, concept mapping, and reflective assessment. Support should make expert thinking visible, provide guided practice and feedback, and gradually transfer control. They also emphasise that strategy knowledge does not guarantee use when motivation or contextual support is weak.
Why it matters
For science educators, productive design pairs challenging investigations with explicit planning and monitoring routines, opportunities to explain evidence, feedback on both reasoning and outcomes, and classroom conditions that build competence and value. More domain-specific, longitudinal research is needed.
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- Vol 4 RE: Chapters 1, 2, 17, App C
- Vol 4 TE: App C
self-regulated learningacademic motivationself-efficacygoal orientationmotivational regulationstrategy useperformance monitoringEdited book Evidence summaryAt a glance
This edited volume treats self-regulated learning as the active coordination of cognition, metacognition, motivation, affect, behavior, and environmental resources in pursuit of goals. Models differ in terminology but commonly describe recurring phases of task interpretation and planning, strategic performance and monitoring, and reflection that informs adaptation.
Key ideas
Contributions examine efficacy beliefs, goals, values, emotion, help seeking, collaboration, development, and differences across subject domains. They also show why self-report questionnaires alone cannot capture regulation as it unfolds; think-alouds, traces, diaries, microanalysis, and performance data reveal different parts of the process. Instruction can make strategies explicit, model conditional choices, provide feedback on progress, and gradually shift responsibility to learners. Technology may support prompts and visualization, but dashboards or prompts are not automatically regulatory.
Why it matters
The collection’s central message is that successful learners do not merely possess strategies: they decide when and why to use them, monitor consequences, and revise action within particular tasks and social contexts.
View or buy the cited work >>Read a similar article free online >>
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- Vol 4 RE: Chapter 5
academic motivationself-efficacyachievement goalstask valuesaffective regulationhelp seekingmotivational beliefsBook Evidence summaryAt a glance
This edited volume treats self-regulated learning as the active coordination of cognition, metacognition, motivation, affect, behavior, and environmental resources in pursuit of goals. Models differ in terminology but commonly describe recurring phases of task interpretation and planning, strategic performance and monitoring, and reflection that informs adaptation.
Key ideas
Contributions examine efficacy beliefs, goals, values, emotion, help seeking, collaboration, development, and differences across subject domains. They also show why self-report questionnaires alone cannot capture regulation as it unfolds; think-alouds, traces, diaries, microanalysis, and performance data reveal different parts of the process. Instruction can make strategies explicit, model conditional choices, provide feedback on progress, and gradually shift responsibility to learners. Technology may support prompts and visualization, but dashboards or prompts are not automatically regulatory.
Why it matters
The collection’s central message is that successful learners do not merely possess strategies: they decide when and why to use them, monitor consequences, and revise action within particular tasks and social contexts.
View or buy the cited work >>Read a similar article free online >>
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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