The term metacognition refers generally to knowledge of and control over one’s own cognitive processes. Within the context of educational research, metacognition is associated more specifically with the processes by which students can both understand and adjust their thinking and learning strategies to expand the limits of their existing knowledge. Metacognitive educational practices emphasize two goals—self-awareness and self-regulation—and both can be applied pragmatically in a range of academic contexts. This entry describes the integration of metacognition into theories of learning and education, the common metacognitive strategies that are taught to students to increase their learning abilities, and the assessment of metacognition in educational contexts.
Initially, metacognition was studied within the realm of developmental science. John Flavell is credited with first ...
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