A Holistic Self-Regulation Model to Enhance Metacognition and Meta-Affect: A Mixed-Methods Study

• In Event: Poster Session 14
  In Poster Session: Study Strategies, Motivation, and Self-Regulated Learning Interventions

Abstract

With increasing calls for self-regulated learning (SRL), allowing students to become meta-cognitively and affectively engaged in learning, this study investigated the impact of three SRL programs: Holistic, combining Meta-Cognition + Meta-Affect (MA+MC), MC and MA alone, compared to a Control group on (a) Meta-cognition and Meta-affect, and (b) Solving mathematical problems with a novel task. Mixed-methods analysis with thinking-aloud protocols indicated that the SRL groups outperformed the control group. The Holistic group effectively used SRL processes by combining metacognitive and affective thinking paths, and demonstrated higher self-efficacy and problem solving. The MC group was more successful in the meta-cognitive aspect, and the MA group in reducing their negative emotions. No differences were found between the two groups in problem solving.

Authors

• Meirav Tzohar-Rozen, Bar-Ilan University

• Bracha Kramarski, Bar-Ilan University