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Autor*innen: Labuhn, Andju; Hasselhorn, Marcus
Titel: Metacognition and self-regulated learning
Aus: Brown, B. Bradford; Prinstein, Michell (Hrsg.): Encyclopedia of adolescence, London: Academic Press, 2011 (Normative processes in development, 1), S. 223-230
Dokumenttyp: 4. Beiträge in Sammelwerken; Lexika/Enzyklopädie o.ä.
Sprache: Englisch
Schlagwörter: Entwicklungsphase; Fähigkeit; Individuum; Kompetenzerwerb; Leistungsmotivation; Metakognition; Selbstreflexion; Selbstregulation; Selbstständiges Lernen; Selbstwirksamkeit; Unterschied
Abstract (english): Much of the individual differences among adolescents with regard to the quality and
effectiveness of their academic and social behavior can be explained by their competencies of
self-control and self regulation. Research on metacognition and self-regulated learning provides
deeper insight into the processes and mechanisms underlying those competencies. The present
chapter provides an overview of the theoretical background and the empirical usefulness of
metacognition as well as of self-regulated learning. In particular, the relevance of both concepts
for academic achievement and skill acquisition in different areas of daily life is stressed and the
most important developmental changes and individual differences (among them gender
differences) are outlined. Especially individual differences in self-regulated learning that are
responsible for the quality and effectiveness of a number of cognitive and social activities in
adolescence are sketched. In addition, successful social-cognitive approaches to promote skill
development by training self-regulated learning are described in greater detail. To complement
the predominant social-cognitive perspective of self-regulation as a state-dependent characteristic
a more trait-like view of the component competencies of self-regulation in adolescence is
provided where a distinction is made between metacognitive and motivational as well as
volitional competencies. This view is especially helpful since these different competencies are
not only important for becoming successful in academic learning, but also in social adjustment.
DIPF-Abteilung: Bildung und Entwicklung