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Metacognition is a conscious process where individuals are aware of their cognitive and executive processes, such as planning before solving a problem or self-monitoring during reading. For instance, a writer may need help with composing a piece. The situation involves a writer who is working on a piece of writing, but while doing so, they realize that something is missing. They notice that their characters lack depth or details. This realization occurs because the writer is reflecting on their...
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Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
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The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
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Self-Efficacy01:29

Self-Efficacy

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Cognitive development continues throughout adulthood, undergoing significant shifts across early, middle, and late stages. Individual transition occurs from adolescent idealism to pragmatic and adaptable thinking in early adulthood. During this period, individuals learn to integrate personal beliefs with the recognition that other perspectives are equally valid. Exposure to the complexities of modern society, diverse experiences, and higher education contribute to this adaptive thought process,...
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Related Experiment Video

Updated: Nov 5, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in

Celeste Meijs1, Hieronymus J M Gijselaers1, Kate M Xu1

  • 1Faculty of Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands.

Frontiers in Psychology
|May 21, 2021
PubMed
Summary
This summary is machine-generated.

Executive functions (EFs) and self-regulated learning (SRL) strategies are crucial in online learning. This study found working memory is unrelated to SRL strategy use in adult online distance learners, suggesting working memory training may not boost SRL.

Keywords:
adult studentsagedistance educationexecutive functionsnon-traditional studentsprocessing speedself-regulated learning strategy use

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Area of Science:

  • Educational Psychology
  • Cognitive Science
  • Online Learning

Background:

  • Executive functions (EFs) and self-regulated learning (SRL) strategies are vital for academic success, particularly in online distance education (ODE).
  • The relationship between basic EFs and SRL strategy use has not been extensively studied in adult ODE students.

Purpose of the Study:

  • To investigate the relationship between basic executive functions (working memory and shifting) and self-regulated learning strategy use in adult online distance learners.
  • To determine if cognitive training of working memory could enhance SRL strategy use in this population.

Main Methods:

  • A correlational design was employed with 889 adult online distance students.
  • Executive functions (working memory, shifting) were measured using cognitive tests.
  • Self-regulated learning strategy use was assessed through self-report questionnaires, covering time/effort management, cognitive strategies, and social interaction.

Main Results:

  • Cognitively measured working memory showed no significant relationship with reported SRL strategy use.
  • Better shifting ability and processing speed were associated with less reported SRL strategy use.
  • Increasing age correlated with decreased use of social contact strategies.

Conclusions:

  • Working memory training may not be an effective method to increase SRL strategy use in adult online distance learners.
  • SRL strategies might serve as compensatory mechanisms for individuals with lower shifting or processing speed.
  • The decline in social contact strategies with age highlights potential challenges for online learners, especially during periods like pandemics.