Metacognition, calibration, and self-regulated learning: an exploratory study of undergraduates in a business school

Stoten, David (2019) Metacognition, calibration, and self-regulated learning: an exploratory study of undergraduates in a business school. Learning: Research and Practice, 5 (1). pp. 24-47. ISSN 2373-5082

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Official URL: https://doi.org/10.1080/23735082.2018.1491616

Abstract

Self-regulated learning (SRL) is a fertile ground for research into learning in higher education. Until now, the dominant research methodology has concentrated on quantitative analyses of separate components within the Zimmerman model with the aim of isolating possible factors in learning trajectories and evaluating their relative importance in the process of learning. Recent approaches to SRL research have sought not only to measure students’ progress, but also to investigate how interventions may generate a positive impact on learning from a qualitative perspective. This research adopted a qualitative approach, and so contributes to the creation of new avenues for SRL research. The research, conducted over two years in a business school at a post-1992 university, involved students enrolled on undergraduate degree in an evaluation of learning diary as a learning aid. The findings suggest that learning diaries may provide scaffolding support for students, especially those who lack confidence.

Item Type: Article
Uncontrolled Keywords: Learning diaries, metacognition, self-regulated learning, incrementalist and entity learning, business school
Subjects: N100 Business studies
X300 Academic studies in Education
Department: Faculties > Business and Law > Newcastle Business School > Business and Management
Depositing User: Paul Burns
Date Deposited: 10 Jan 2019 11:08
Last Modified: 07 May 2019 15:52
URI: http://nrl.northumbria.ac.uk/id/eprint/37529

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