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- Vol 4 RE: Chapter 6
self-regulated learningmetacognitive monitoringcue utilizationcalibration of judgmentsmetacognitive promptsscaffold fadingdiagnostic feedbackJournal article Evidence summaryAt a glance
Van Merriënboer and de Bruin use a cue-utilization framework to explain how learners monitor and control their own learning. Their central point is that judgments are only as useful as the cues on which learners base them: familiarity, ease, effort, affect, or task features may be available, but they do not all predict later performance equally well.
Key ideas
Reviewing seven contributions to a special issue, the authors argue that instruction should help learners notice and use more diagnostic cues, make better control decisions, and address the full learning cycle rather than monitoring or reflection alone. They propose metacognitive prompts and “second-order” scaffolding that gradually fades as self-regulation develops. They also identify affective states as potentially informative cues whose interaction with cognitive cues remains insufficiently understood. The article is a conceptual synthesis, not an intervention trial.
Why it matters
For practice, it suggests designing prompts, feedback, task sequences, and technology around evidence that helps students calibrate judgments and choose effective next steps, while progressively transferring control to the learner.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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