TY - CONF
T1 - Advances in Self-regulated Learning: Considering Personal Epistemology, Metamotivational Monitoring, Intentional Conceptual Change and Time Management
AU - Wolters, Christopher A.
AU - Brady, Anna C.
N1 - Research investigating self-regulated learning and establishing its importance to learning and achievement within academic contexts is abundant and continues to expand. As part of this development, researchers have moved beyond an initial focus on cognitive and metacognitive strategy use to incorporate a wider set of processes that are critical to understanding how students' actively manage cognitive, motivational, and behavioral aspects of their engagement.
PY - 2019/4/6
Y1 - 2019/4/6
N2 - Symposium presented at the annual meeting of the American Educational Research Association, Toronto, Canada. Research investigating self-regulated learning and establishing its importance to learning and achievement within academic contexts is abundant and continues to expand. As part of this development, researchers have moved beyond an initial focus on cognitive and metacognitive strategy use to incorporate a wider set of processes that are critical to understanding how students’ actively manage cognitive, motivational, and behavioral aspects of their engagement. This symposium contributes to this latter work by featuring several lines of research that extend traditional models of self-regulated learning. Specifically, presenters will discuss the importance of personal epistemology, intentional conceptual change, metamotivational monitoring, and time management to self-regulated learning. Presentations will include a balanced mix of theoretical argument, empirical evidence, and recommendations for additional research.
AB - Symposium presented at the annual meeting of the American Educational Research Association, Toronto, Canada. Research investigating self-regulated learning and establishing its importance to learning and achievement within academic contexts is abundant and continues to expand. As part of this development, researchers have moved beyond an initial focus on cognitive and metacognitive strategy use to incorporate a wider set of processes that are critical to understanding how students’ actively manage cognitive, motivational, and behavioral aspects of their engagement. This symposium contributes to this latter work by featuring several lines of research that extend traditional models of self-regulated learning. Specifically, presenters will discuss the importance of personal epistemology, intentional conceptual change, metamotivational monitoring, and time management to self-regulated learning. Presentations will include a balanced mix of theoretical argument, empirical evidence, and recommendations for additional research.
UR - http://tinyurl.com/ybkm5tse
M3 - Presentation
T2 - Annual meeting of the American Educational Research Association
Y2 - 6 April 2019
ER -