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27 - Learning Strategies and Self-Regulated Learning

from Part V - Metacognition

Published online by Cambridge University Press:  08 February 2019

By
Philip H. Winne  and
Zahia Marzouk
Edited by
John Dunlosky  and
Katherine A. Rawson
John Dunlosky
Affiliation:
Kent State University, Ohio
Katherine A. Rawson
Affiliation:
Kent State University, Ohio
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Summary

This chapter briefly surveys historical cornerstones on which current conceptions of learning strategies rest. Building on this foundation, modern research on self-regulated learning, metacognition, motivation, and decision-making is synthesized. Key features of tasks – condition, operations, products, evaluations, and standards (COPES) – are coordinated with major dimensions of motivation (the AEIOU model: attributions, efficacy expectations, incentives, outcome expectations, utility judgments) to account for how learners reach decisions about how to study – how they self-regulate learning. A methodology using traces of learners’ activities is proposed for characterizing temporally unfolding features of self-regulated learning.
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Chapter
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The Cambridge Handbook of Cognition and Education , pp. 696 - 715
Publisher: Cambridge University Press
Print publication year: 2019

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