Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model

Efklides, Anastasia

doi:10.1080/00461520.2011.538645

Cited by 696 publications

(653 citation statements)

References 109 publications

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“…These special issues have examined how the affordances of (usually computer-based) learning environments can provide the means to observe phenomena described in SRL models and to empirically test theoretical assumptions (Azevedo 2005b;Azevedo and Hadwin 2005;Efklides 2011;Winne and Hadwin 2008;Winne 2010Winne , 2011Schunk 2008, 2011). In this special issue, we tighten the focus of this ongoing discussion by focusing on three key features of SRL frameworks: contextual factors, contingencies, and dynamic relations.…”

Section: Introductionmentioning

confidence: 99%

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Ben-Eliyahu

Bernacki

2015

Metacognition Learning

151

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Section: Introductionmentioning

confidence: 99%

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Ben-Eliyahu

Bernacki

2015

Metacognition Learning

151

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“…The dynamic role of self-efficacy in learning Consistent amongst theories that highlight motivation as a critical component of SRL (Efklides 2011;Pintrich 2000;Winne and Hadwin 2008;Zimmerman 2000aZimmerman , b, 2011 is an emphasis on the role of self-efficacy during self-regulation. Self-efficacy refers to the belief in one's capability to perform at a particular level on a task (Bandura 1994).…”

mentioning

confidence: 99%

Examining self-efficacy during learning: variability and relations to behavior, performance, and learning

Bernacki

Nokes‐Malach

Aleven

2014

Metacognition Learning

115

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Self-regulated learning (SRL) theorists propose that learners' motivations and cognitive and metacognitive processes interact dynamically during learning, yet researchers typically measure motivational constructs as stable factors. In this study, self-efficacy was assessed frequently to observe its variability during learning and how learners' efficacy related to their problem-solving performance and behavior. Students responded to self-efficacy prompts after every fourth problem of an algebra unit completed in an intelligent tutoring system. The software logged students' problem-solving behaviors and performance. The results of stability and change, path, and correlational analyses indicate that learners' feelings of efficacy varied reliably over the learning task. Their prior performance (i.e., accuracy) predicted subsequent self-efficacy judgments, but this relationship diminished over time as judgments were decreasingly informed by accuracy and increasingly informed by fluency. Controlling for prior achievement and self-efficacy, increases in efficacy during one problemsolving period predicted help-seeking behavior, performance, and learning in the next period. Findings suggest that self-efficacy varies during learning, that students consider multiple aspects of performance to inform their efficacy judgments, and that changes in efficacy influence self-regulated learning processes and outcomes.

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“…De hecho, algunos autores destacan la importancia de tener en cuenta las estrategias relacionadas con los aspectos afectivos en el proceso de enseñanza-aprendizaje (Valle & cols., 2010). De esta forma, se enfatiza la necesidad de investigar sobre la interacción de variables como metacognición y afecto en la autorregulación del proceso de aprendizaje (Efklides, 2011). Sin embargo, en la revisión realizada no se han encontrado estudios que investiguen la posible relación entre el control de la comprensión lectora y la ansiedad lo que sugiere una interesante vía de investigación.…”

Section: Discussionunclassified

“…En este contexto resulta imprescindible investigar la interacción de variables como la metacognición y el efecto sobre la autorregulación del proceso de aprendizaje (Efklides, 2011), sobre el comportamiento lector (Ramirez, Rossel, & Nazar, 2015) y sobre el rendimiento académico (Young & Fry, 2008).…”

Section: Introductionunclassified

Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria

2016

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ResumenEn este artículo se persigue analizar las estrategias de aprendizaje, el control de la compresión lectora y el rendimiento académico, en Lengua castellana y Matemáticas, para una muestra de 118 alumnos de Educación Secundaria en Madrid. Los resultados evidenciaron diferencias significativas entre el grupo clasificado como lector hábil y el no hábil. De hecho, en el grupo lector hábil predominan el control emocional (F = 8.52, p = .004), la selección de información relevante (F = 12.17, p = .001), el pensamiento crítico y creativo (F = 6.06, p =.015), la recuperación de la información aprendida (F = 5.55, p = .014) y la planificación y la evaluación de la información como parte del proceso de metacognición (F = 3.64, p = .014). Por último, existen indicios de que el control de la comprensión lectora pueda explicar en parte el rendimiento académico y por tanto ser una variable predictora.Palabras clave: Aprendizaje; lectura; rendimiento escolar. Learning strategies, reading comprehension and academic achievement in Secondary Education AbstractThis paper analyses learning strategies and reading comprehension control with academic achievement in the subjects of Language and Mathematics in 118 students from Secondary Education in Madrid. The results showed significative differences between skilled reader / non skilled reader groups. In fact, in skilled reader group prevail emotional control (F = 8.52, p = .004), selection of relevant information (F = 12.17, p = .001), critical and creative thinking (F = 6.06, p =.015), recovery of learnt information (F = 5.55, p = .014) and planification and evaluation for results as a part of metacognitive processes. Finally, reading comprehension control could explain partially academic performance in these subjects and so it could be a predictor variable.Keywords: Learning; reading; academic achievement. Estratégias de aprendizagem, compreensão leitora e rendimento acadêmico na Educação Secundária ResumoNeste artigo busca-se analisar as estratégias de aprendizagem, o controle da compreensão leitora e o rendimento acadêmico em Língua castelhana e Matemática em uma amostra de 118 alunos de Educação Secundária de Madri. Os resultados evidenciaram diferenças significativas entre os grupos classificados como leitor hábil e não hábil. De fato, no grupo leitor hábil predominam o controle emocional (F = 8.52,p = .004), a seleção de informação relevante (F = 12.17, p = .001), o pensamento crítico e criativo (F = 6.06, p =.015), a recuperação da informação aprendida (F = 5.55, p = .014) e o planejamento e a avaliação da informação como parte do processo de metacognição (F = 3.64, p = .014). Por último, há indícios de que o controle da compreensão leitora possa explicar em parte o rendimento acadêmico e portanto ser uma variável preditora.Palavras-chave: Aprendizagem; leitura; rendimento escolar.

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Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model

Cited by 696 publications

References 109 publications

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Examining self-efficacy during learning: variability and relations to behavior, performance, and learning

Estrategias de aprendizaje, comprensión lectora y rendimiento académico en Educación Secundaria

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