Self-regulation and learning: evidence from meta-analysis and from classrooms

TL;DRAbstract

Background. Research indicates that supporting self-regulation and metacognition in learners improves their attainment and wider learning capabilities. However, using this knowledge effectively is challenging. Aims. This paper has two main aims. The first is to make a case for the relative benefits of metacognitive and self-regulatory approaches for improving learning. Comparative data from over 50 meta-analyses of interventions in schools indicates such approaches are more beneficial than other interventions. The second aim is to present data about different kinds of metacognitive thinking in classrooms which was elicited with cartoon templates. Sample and methods. Data about thinking in classrooms is drawn from a sample of 355 pupils, aged 4–15, in 12 schools who were involved in a project which promoted meta-cognition and self-regulation. The completed templates were coded for different kinds of thinking, including metacognitive knowledge and metacognitive skillfulness. A two way AN

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