self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. with that in mind, this study aimed to ...

Mobile-assisted language learning (MALL) research includes examination and development of second learners' cognitive metacognitive self-regulated skills, but the affective component self-regulation in this context remains largely unexplored. Support for learning, which is defined by beliefs, attitudes, emotions, has been shown to influence processes, performance, engagement considerably, theref...

While deficits in metacognition have been observed in schizophrenia (SZ), it is less clear whether these are specific to the disorder. Accordingly, this study compared metacognitive abilities of patients with schizophrenia and bipolar disorder (BD) and examined the degree to which neurocognition contributed to metacognitive deficits in both groups. Participants were 30 patients with SZ and 30 w...

background mobile learning affects learners through motivation, cooperation, information sharing, and availability. it provides opportunities for learners, learning providers and universities. this study aimed to examine the role of mobile learning on the academic achievement and self-regulation of paramedical sciences in birjand university of medical sciences. methods this survey is a quasi-ex...

Metacognition refers to the monitoring and regulation of cognitive processes and its impairment can lead to a lack of self-awareness of deficits, or anosognosia. In the context of different neurological and psychiatric disorders (e.g., traumatic brain injury, dementia, and schizophrenia), studies have shown that patients who present impairments in metacognitive abilities may be able to recogniz...

The main purpose of the present study was to investigate the differential effects of Computer Algebra Systems (CAS) and metacognitive training on mathematical reasoning. Participants were 83 students (boys and girls) who studied algebra in four eighth-grade classrooms randomly selected to four instructional methods: CAS embedded within metacognitive training (CAS + META), metacognitive training...

This study aimed to explore the self-regulatory experiences and perceptions of drivers' attentional processes on road, via a metacognitive framework. A total 46 Australian drivers participated in phone interview thematic analysis was applied data. The results revealed that effective self-reported attention regulation perceptually contingent on: driving experience, skills used regulate attention...

750-1000 words) Based on the assumption that learning is a generative process involving human cognitive, metacognitive and motivational processes (Wittrock, 1990), the focus of learning is not only on the final outcome (i.e. performance outcome) but also the process of learning (Mayer, 1999). The interactive nature of computer-based learning environments impose challenges to learners by leaving...