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Related Experiment Video

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Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Self-regulated learning: beliefs, techniques, and illusions.

Robert A Bjork¹, John Dunlosky, Nate Kornell

¹Department of Psychology, University of California, Los Angeles, California 90095, USA. rabjork@psych.ucla.edu

Annual Review of Psychology

|October 2, 2012

Summary

Effective self-directed learning requires understanding how we learn, as people often mismanage their learning due to flawed mental models. This research explores learner beliefs and assessment influences to improve metacognitive strategies.

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Area of Science:

Cognitive Psychology
Educational Psychology
Metacognition

Background:

Growing need for self-directed learning outside formal education.
Research indicates common faulty mental models of learning and memory.
Metacognitive processes are crucial for effective learning management.

Purpose of the Study:

To review learner beliefs about how they learn.
To examine influences on self-assessment of learning.
To discuss societal factors affecting self-regulated learning.

Main Methods:

Literature review of research on learning beliefs.
Analysis of studies on metacognition and self-assessment.
Discussion of societal influences on adult learning.

Main Results:

Learners often possess inaccurate beliefs about their learning processes.
Current performance and subjective fluency influence self-assessment of learning.
Societal attitudes can hinder the development of effective learners.

Conclusions:

Improving self-directed learning necessitates addressing flawed mental models.
Understanding metacognitive influences is key to accurate self-assessment.
Societal support is vital for fostering maximally effective lifelong learners.