Understanding the Metacognitive and Motivational Aspects of Self-Regulated Learning from College Students: An Explanatory Sequential Study

• In Event: Division D Graduate Student in Progress Research Gala

Abstract

" While self-efficacy and metacognitive monitoring are critical components in students’ self-regulated learning, the relationship between these two constructs has rarely been examined by qualitative approaches. The proposed study follows a mixed-methods study design to first examine students’ self-efficacy and metacognitive monitoring quantitatively through latent class analysis. The study further examines individual students’ learning processes from each identified classification to pursue an in-depth understanding of how metacognitive monitoring and self-efficacy interact and affect college students’ learning. "

Author

• Ying Wang, Georgia Institute of Technology