Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting.

Ridley, D. Scott; And Others

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Peer reviewed

ERIC Number: EJ460602

Record Type: Journal

Publication Date: 1992

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-0973

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Self-Regulated Learning: The Interactive Influence of Metacognitive Awareness and Goal-Setting.

Ridley, D. Scott; And Others

Journal of Experimental Education, v60 n4 p293-306 Sum 1992

The interactive influences of goal-setting and metacognitive awareness on the performance of 89 undergraduate education majors were assessed. Individuals grouped according to high or low metacognitive awareness and a goal-setting or control-task condition completed a decision-making task. Results provide initial support for multidimensional interactive self-regulatory models. (SLD)

Descriptors: Decision Making, Education Majors, Experimental Groups, Higher Education, Interaction, Learner Controlled Instruction, Metacognition, Models, Performance, Undergraduate Students

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A