The Roles of Motivation and Metacognition in Producing Self-Regulated Learners of College Physical Science: A Review of Empirical Studies

Autor/in	McDowell, Linda D.
Titel	The Roles of Motivation and Metacognition in Producing Self-Regulated Learners of College Physical Science: A Review of Empirical Studies
Quelle	In: International Journal of Science Education, 41 (2019) 17, S.2524-2541 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (McDowell, Linda D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2019.1689584
Schlagwörter	Metacognition; Self Management; College Science; Physical Sciences; Introductory Courses; Learning Strategies; Self Motivation; Undergraduate Students; Research Reports; Science Achievement; Correlation; Reflection; Self Control; Questionnaires; Self Efficacy; Critical Thinking; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Selbstmanagement; Natural sciences; Naturwissenschaften; Naturwissenschaft; Einführungskurs; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Research report; Forschungsbericht; Korrelation; Selbstbeherrschung; Fragebogen; Self-efficacy; Selbstwirksamkeit; Kritisches Denken
Abstract	The goal of this review is to identify studies of self-regulated learning of students taking introductory physical science (chemistry, physics, and engineering) courses in college. This study analysed research in self-regulated learning published between the years of 2008-2018 with a focus on undergraduate learners in chemistry, physics, and engineering classrooms. It was found that there is a high degree of agreement in defining self-regulated learning, yet differences are present in the proposed factors that are most influential in creating a self-regulated learner. A majority of the studies report correlations between variables of motivation and metacognition. Additionally, less than half of the research studies included a measure of achievement and even less had an experimental design. This review proposes a need for more studies which include teaching of self-regulated skills for undergraduates in the physical sciences and investigating the relationship of the development of self-regulated learners as an integral facet of education in physical science classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01