Advances in Self-regulated Learning: Considering Personal Epistemology, Metamotivational Monitoring, Intentional Conceptual Change and Time Management

Christopher A. Wolters, Anna C. Brady

Research output: Contribution to conferencePresentation

Abstract

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.
Original languageAmerican English
StatePublished - Apr 6 2019
EventAnnual meeting of the American Educational Research Association - Toronto, Ontario, Canada
Duration: Apr 6 2019 → …

Conference

ConferenceAnnual meeting of the American Educational Research Association
Period04/6/19 → …

DC Disciplines

  • Education
  • Curriculum and Instruction

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