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Cognitive and metacognitive processes in self-regulation of learning
Erika Tomec, Sonja Pečjak & Cirila Peklaj
Full text (pdf) | Views: 36 | Written in Slovene. | Published: August 13, 2006
Abstract: The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL) according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (meta)cognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998). The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994) and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002) were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th), students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.
Keywords: self-regulated learning, cognitive strategies, metacogniton, secondary school students
