The Mediating Role of Metacognition Between Executive Function and Self-Regulated Learning

• In Event: Poster Session 8
  In Poster Session: Division C Section 2a Poster Session 3: Cognitive Processes

Abstract

The current study (N = 117) examined and clarified the conceptual relations among executive function, metacognition, and self-regulated learning. Through indirect and direct measures, separate mediation analyses indicated the role of metacognition in mediating the relationship between executive functioning and self-regulated learning (β = .16, p < .001, 95% CI = 0.08, 0.27) and between the specific executive functions of inhibition and shifting and self-regulated learning (β = .12, p < .05, 95% CI = 0.03, 0.21). Both analyses yielded large effect sizes (R² = .40 and .32). The findings extend prior research conceptualizing the relations among regulatory constructs and specify executive functions as key processes, mediated by metacognition, that facilitate self-regulated learning.

Authors

• D. Jake Follmer, The Pennsylvania State University

• Rayne A. Sperling, The Pennsylvania State University