LLT Journal A Journal on Language and Language Teaching,
Год журнала:
2024,
Номер
27(1), С. 252 - 272
Опубликована: Апрель 16, 2024
Although
many
studies
focus
on
enhancing
resource
assistance
and
the
advancement
of
adult
learners'
knowledge
abilities,
there
is
a
paucity
theoretical
views
that
define
strategies
for
assisting
adults
in
learning
independently.
To
fill
this
gap,
study
draws
previous
research
to
elaborate
why
metacognitive
are
suitable
adults’
self-regulated
(SRL),
how
promote
SRL.
As
employed
systematic
review,
rigorous
search
scheme
was
implemented
across
multiple
databases,
resulting
selection
relevant
based
predetermined
inclusion
exclusion
criteria.
The
selected
articles
were
assessed
quality,
data
extraction
performed
identify
key
characteristics
studies.
synthesis
existing
literature
underscores
suitability
EFL
learning.
findings
reveal
incorporating
helps
cultivate
SRL
learners,
owing
their
cognitive
maturity,
pre-existing
knowledge,
life
experiences.
In
addition,
strategy
learners
enhance
awareness
processes,
regulate
behaviours,
optimize
language
outcomes.
Regarding
role,
one
components
Some
practical
recommendations
made
support
teachers
facilitating
Teaching and Teacher Education,
Год журнала:
2023,
Номер
125, С. 104055 - 104055
Опубликована: Фев. 8, 2023
This
study
examines
the
extent
to
which
teachers'
competence
aspects
as
self-regulated
learners
and
agents
of
learning
(SRL)
explain
their
self-reported
students'
perceived
promotion
metacognition.
One
hundred
eighty-five
lower
secondary
school
teachers
participated
in
this
study.
The
results
reveal
positive
direct
relationships
between
knowledge,
self-efficacy,
intrinsic
interest
value
Teachers'
own
SRL
skills
mindsets
about
were
indirectly
related
metacognition
via
self-efficacy
value.
provides
new
evidence
importance
dual
profile
for
promoting
Educational Psychology Review,
Год журнала:
2024,
Номер
36(2)
Опубликована: Май 10, 2024
Abstract
Self-regulated
learning
depends
on
task
difficulty
and
learners’
resources
cognitive
load,
as
described
by
an
inverted
U-shaped
relationship
in
Seufert’s
(2018)
model:
for
easy
tasks,
are
high
load
is
low,
so
there
no
need
to
regulate,
whereas
difficult
too
low
regulate.
Only
at
moderate
do
learners
equilibrium.
The
purpose
of
this
study
validate
model,
i.e.,
the
between
self-regulatory
activities,
well
learner
mediators.
In
within-subject
study,
67
participants
reported
their
metacognitive
strategy
use
four
exams
varying
difficulty.
For
each
exam
difficulty,
available
(such
prior
knowledge,
interest,
etc.)
were
assessed.
Multilevel
analysis
revealed
strategies.
strategies,
only
a
linear
was
found.
Increasing
mediated
these
patterns.
we
found
competitive
mediation,
indicating
that
further
mediators
could
be
relevant.
future
investigations
broader
range
should
examined.
Unterrichtswissenschaft,
Год журнала:
2024,
Номер
52(1), С. 1 - 13
Опубликована: Фев. 19, 2024
Abstract
Today’s
success
metrics
extend
beyond
traditional
literacy
and
numeracy
to
encompass
strategic
learning
with
a
growth
mindset,
equipping
individuals
the
attitude
skills
navigate
surmount
new
challenges.
In
digital
era,
where
information
is
readily
available
knowledge
constantly
evolves,
value
placed
on
learners
not
merely
based
their
current
but
courage
capability
continually
engage
cognitive,
metacognitive,
motivational,
social,
emotional
resources
for
lifelong
learning.
this
dynamic
landscape,
self-regulated
(SRL)
are
crucial,
empowering
students
of
all
ages
take
control
journey.
SRL,
goal-directed
process
monitoring
regulating
one’s
activities,
has
been
shown
significantly
influence
academic
outcomes.
Although
teachers
acknowledge
SRL’s
relevance,
it
remains
underrepresented
in
everyday
teaching
practices,
impacting
just
student
also
training
experiences
preservice
classroom.
This
gap
perpetuates
misconceptions
about
SRL
hinders
its
integration
into
educational
settings.
Therefore,
special
issue
first
introduces
INSPIRE
model
teachers’
multiple
roles
as
instructors,
navigators,
strategists,
promoters,
innovators,
role
models,
encouragers
supporting
become
describes
professional
competences
fulfil
these
roles.
Second,
dedicates
four
articles
exploring
promotion
school.
The
address
particular
aspects
highlight
importance
equipped
necessary
guide
becoming
learners.
Linking
research
areas
classroom
offers
comprehensive
approach
school
opens
up
perspectives
transfer
practice.
Metacognition and Learning,
Год журнала:
2022,
Номер
17(3), С. 683 - 690
Опубликована: Ноя. 22, 2022
Research
Council,
2012;
OECD,
2017).One
salient
demonstration
of
these
changes
is
the
inclusion
skills
in
Programme
for
International
Student
Assessment
(PISA;
2014,
2017),
which
a
major
large-scale
educational
assessment
conducted
over
70
countries
by
Organisation
Economic
Co-operation
and
Development
(OECD).Self-regulated
learning
was
acknowledged
2000,
whereas
both
collaboration
problem
solving
subsequently
were
adopted
this
assessment.Creative
included
as
an
innovative
domain
PISA
2012
collaborative
2015,
complementing
core
domains
reading,
mathematics,
science.In
addition
to
international
assessments,
National
Educational
Progress,
"Nation's
Report
Card"
US,
considers
measures
add-on
existing
assessments
(NCES,
2017).It
widely
that
21st
-century
are
needed
success
today's
world
requiring
specific
fundamental
cognitive
or
processes
such
Journal of Intelligence,
Год журнала:
2023,
Номер
11(5), С. 78 - 78
Опубликована: Апрель 23, 2023
This
study
aims
to
examine
influence
paths
of
three
metacognitive
reading
strategies
(metacognitive
understanding
and
remembering
strategies,
summarizing
assessing
credibility
strategies)
on
scientific
literacy,
mediated
by
self-efficacy
literacy.
The
dataset
included
11,420
15-year-old
students
from
four
Chinese
provinces
(Beijing,
Shanghai,
Jiangsu
Zhejiang)
who
took
part
in
the
Programme
for
International
Student
Assessment
(PISA)
2018.
results
structural
equation
model
showed
that
had
greatest
effect
literacy
played
an
important
mediating
role
relationship
between
multi-group
indicated
there
were
significant
differences
pathways
boys
girls,
girls
a
different
impact
reveals
mechanism
gender
difference
Frontiers in Education,
Год журнала:
2025,
Номер
10
Опубликована: Март 24, 2025
This
study
investigates
how
teachers'
strategies
and
learners'
behavior
contribute
to
the
development
of
self-regulated
skills
(SRL)
in
primary
education.
The
SRL
this
level
education
is
not
well
investigated,
yet
are
important
indicators
students'
success
later
years
their
studies.
responds
scientific
practical
problem
related
fact
that
teachers
sufficiently
familiar
with
teaching
classroom.
article
based
on
data
gained
from
self-reported
questionnaires
for
fourth
graders
(
n
=
253)
class
16)
Lithuania.
Multiple
regression
analysis
was
used
analyse
survey
identify
interaction
relationships
between
participants.
Four
main
predictors
were
identified
including
attitudes
toward
teaching,
support
students,
learning
environment
perceived
teacher
support.
results
indicate
situations
modeled
by
through
significantly
impact
