Metacognition and self-regulated learning constructs

Rayne Audrey Sperling, Bruce C. Howard, Richard Staley, Nelson DuBois

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.

Original languageEnglish (US)
Pages (from-to)117-139
Number of pages23
JournalInternational Journal of Phytoremediation
Volume21
Issue number1
DOIs
StatePublished - Jan 1 2004

Fingerprint

learning
Monitoring
development theory
demographic statistics
questionnaires
monitoring
testing
test

All Science Journal Classification (ASJC) codes

  • Environmental Chemistry
  • Pollution
  • Plant Science

Cite this

Sperling, Rayne Audrey ; Howard, Bruce C. ; Staley, Richard ; DuBois, Nelson. / Metacognition and self-regulated learning constructs. In: International Journal of Phytoremediation. 2004 ; Vol. 21, No. 1. pp. 117-139.
@article{1d751fa5f75f4069b68409db98e5a0e6,
title = "Metacognition and self-regulated learning constructs",
abstract = "Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.",
author = "Sperling, {Rayne Audrey} and Howard, {Bruce C.} and Richard Staley and Nelson DuBois",
year = "2004",
month = "1",
day = "1",
doi = "10.1076/edre.10.2.117.27905",
language = "English (US)",
volume = "21",
pages = "117--139",
journal = "International Journal of Phytoremediation",
issn = "1522-6514",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

Metacognition and self-regulated learning constructs. / Sperling, Rayne Audrey; Howard, Bruce C.; Staley, Richard; DuBois, Nelson.

In: International Journal of Phytoremediation, Vol. 21, No. 1, 01.01.2004, p. 117-139.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Metacognition and self-regulated learning constructs

AU - Sperling, Rayne Audrey

AU - Howard, Bruce C.

AU - Staley, Richard

AU - DuBois, Nelson

PY - 2004/1/1

Y1 - 2004/1/1

N2 - Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.

AB - Demographic variables, findings from the Metacognitive Awareness Inventory (Schraw & Dennison, 1994), the Learning Strategies Survey (Kardash & Amlund, 1991), and the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1991), as well as accuracy ratings of test performance, were examined in 2 studies. Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation. Limitations of the studies and implications for theory development and future research are discussed.

UR - http://www.scopus.com/inward/record.url?scp=85066187927&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85066187927&partnerID=8YFLogxK

U2 - 10.1076/edre.10.2.117.27905

DO - 10.1076/edre.10.2.117.27905

M3 - Article

VL - 21

SP - 117

EP - 139

JO - International Journal of Phytoremediation

JF - International Journal of Phytoremediation

SN - 1522-6514

IS - 1

ER -