This is a preview of subscription content, log in via an institution to check access.
References
Ainley, M., & Patrick, L. (2006). Measuring self-regulated learning processes through tracking patterns of student interaction with achievement activities. Educational Psychology Review, 18(3), 267–286.
Azevedo, R. (2008). The role of self-regulation in learning about science with hypermedia. In D. Robinson & G. Schraw (Eds.), Recent innovations in educational technology that facilitate student learning (pp. 127–156). Charlotte, NC: Information Age Publishing.
Azevedo, R., Greene, J. A., & Moos, D. C. (2007). The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition and Learning, 2(2/3), 67–87.
Azevedo, R., & Hadwin, A. F. (2005). Scaffolding self-regulated learning and metacognition: Implications for the design of computer-based scaffolds. Instructional Science, 33, 367–379.
Azevedo, R., & Witherspoon, A. M. (2009). Self-regulated use of hypermedia. In A. Graesser, J. Dunlosky & D. Hacker (Eds.), Handbook of metacognition in education. Mahwah, NJ: Erlbaum.
Boekaerts, M., Pintrich, P., & Zeidner, M. (2000). Handbook of self-regulation. San Diego, CA: Academic.
Butler, D., & Winne, P. H. (1995). Feedback as self-regulated learning: A theoretical synthesis. Review of Educational Review, 65, 245–281.
Dunlosky, J., & Bjork, R. (2008). Handbook of metamemory and memory. NY: Taylor & Francis.
Efklides, A. (2006). Metacognition and affect: What can metacognitive experiences tell us about the learning process? Educational Research Review, 1, 3–14.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34(10), 906–911.
Graesser, A., McNamara, D., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point and Query, AutoTutor and iSTART. Educational Psychologist, 40, 225–234.
Greene, J. A., & Azevedo, R. (2007). A theoretical review of Winne and Hadwin’s model of self-regulated learning: New perspectives and directions. Review of Educational Research, 77(3), 334–372.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (1998).Metacognition in educational theory and practice. Mahwah, NJ: Erlbaum.
Hacker, D. J., Dunlosky, J., & Graesser, A. C. (Eds.). (2007). Handbook of metacognition in education. Mahwah, NJ: Erlbaum (in press).
Hadwin, A., Nesbit, J., Jamieson-Noel, D., Code, J., & Winne, P. (2007). Examining trace data to explore self-regulated learning. Metacognition and Learning, 2, 107–124.
Leelawong, K., & Biswas, G. (2008). Designing learning by teaching agents: The Betty’s Brain System. International Journal of Artificial Intelligence in Education, 18(3), 181–208.
Pintrich, P. (2000). The role of goal orientation in self-regulated learning. In M., Boekaerts, P., Pintrich, M., & Zeidner (Eds.), Handbook of self-regulation (pp. 451–502). San Diego, CA: Academic.
Pieschl, S. (2009). Metacognitive calibration—An extended conceptualization and potential applications. Metacognition and Learning
Schraw, G. (2006). Knowledge: Structures and processes. In P., Alexander, P., & Winne (Eds.), Handbook of educational psychology (pp. 245–263). Mahwah, NJ: Erlbaum.
Schraw, G. (2007). The use of computer-based environments for understanding and improving g self-regulation. Metacognition and Learning, 2, 169–176.
Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning
Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7, 351–371.
Schunk, D. (2001). Social cognitive theory of self-regulated learning. In B., Zimmerman, D., & Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 125–152). Mawah, NJ: Erlbaum.
Schunk, D. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94.
Shamir, A., Mevarech, Z., & Gida, C. (2009). The assessment of young children’s metacognition in different contexts: Individualized vs. peer assisted learning. Metacognition and Learning
Veenman, M. V. J., Van Hout-wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: Conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.
Veenman, M. V. J. (2007). The assessment and instruction of self-regulation in computer-based environments: A discussion. Metacognition and Learning, 2, 177–183.
Whitebread, D., Coltman, P., Pasternak, P., Sangster, C., Grau, V., Bingham, S. et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning
Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B., Zimmerman, D., & Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 153–189). Mahwah, NJ: Erlbaum.
Winne, P. (2005). Key issues on modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54(2), 232–238.
Winne, P., & Hadwin, A. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Erlbaum.
Winne, P., & Hadwin, A. (2008). The weave of motivation and self-regulated learning. In D., Schunk, B., & Zimmerman (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 297–314). NY: Taylor & Francis.
Winne, P., & Perry, N. E. (2000). Measuring self-regulated learning. In M., Boekaerts, P., Pintrich, & M., Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego, CA: Academic Press.
Zimmerman, B. (1989). Models of self-regulated learning and academic achievement. In B., Zimmerman, D., & Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 1–25). NY: Springer-Verlag.
Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. Zimmerman, & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37). Mahwah, NJ: Erlbaum.
Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A., Ericsson, N., Charness, P. J., Feltovich, R. R., & Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705–722). Cambridge, MA: Cambridge University Press.
Zimmerman, B. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Journal of International Research, 45, 166–183.
Zimmerman, B., & Schunk, D. (2001). Self-regulated learning and academic achievement (2nd ed.). Mahwah, NJ: Erlbaum.
Acknowledgements
The preparation of this commentary was supported by funds from the National Science Foundation (DRL 0633918 and IIS 0841835).
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Azevedo, R. Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition Learning 4, 87–95 (2009). https://doi.org/10.1007/s11409-009-9035-7
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11409-009-9035-7