Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting

To date, there have been few empirical studies that have examined multidimensional interactive models of self-regulated learning. This study tested the interactive influence of two self-regulatory processes-goal-setting and metacognitive awareness-on students' performance. Individuals (N = 89)...

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Bibliographic Details
Published in:The Journal of experimental education 1992-04, Vol.60 (4), p.293-306
Main Authors: Ridley, D. Scott, Schutz, Paul A., Glanz, Robert S., Weinstein, Claire E.
Format: Article
Language:English
Subjects:
Academic achievement
Academic learning
Academic motivation
Decision Making
Education Majors
Experimental Groups
Goal Setting
Higher Education
Interaction
Learner Controlled Instruction
Learning
Learning and Instruction
Learning motivation
Metacognition
Motivation
Motivation research
Self consciousness
Self Regulation
Undergraduate Students
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Summary:To date, there have been few empirical studies that have examined multidimensional interactive models of self-regulated learning. This study tested the interactive influence of two self-regulatory processes-goal-setting and metacognitive awareness-on students' performance. Individuals (N = 89) were placed into one of four experimental groups based on their level of metacognitive awareness (high or low) and their participation in either a goal-setting intervention or a filler activity. All individuals then completed a novel decision-making task. As hypothesized, the interaction of being asked to set clearly defined goals and a tendency to develop a high degree of metacognitive awareness best facilitated individuals' performance on a decision-making task. Results provide initial support for multidimensional interactive self-regulatory models.
ISSN:0022-0973
1940-0683
DOI:10.1080/00220973.1992.9943867