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- Metacognition - Wikipedia
Metacognition refers to a level of thinking and metacognitive regulation, the regulation of cognition and subsequent learning experiences that help people enhance their learning through a set of activities
- Metacognition: Monitoring, Control Self-Regulated Learning | Cogn-IQ
Structured overview of metacognition, including monitoring and control processes, measurement approaches, and links with learning and cognitive testing
- Metacognition: Definition, Strategies, Skills - The Berkeley Well . . .
Metacognition can be defined as thinking about thinking, but there’s way more to it than that This article defines metacognition and provides useful metacognition strategies and skills
- Metacognition: ideas and insights from neuro- and educational sciences . . .
Metacognition comprises both the ability to be aware of one’s cognitive processes (metacognitive knowledge) and to regulate them (metacognitive control) Research in educational sciences has amassed a large body of evidence on the importance of metacognition in learning and academic achievement
- Metacognition | Teaching + Learning Lab
Metacognition is the process by which learners use knowledge of the task at hand, knowledge of learning strategies, and knowledge of themselves to plan their learning, monitor their progress towards a learning goal, and then evaluate the outcome
- Metacognition | Columbia CTL
What is metacognition? Metacognition, sometimes described as “thinking about your own thinking,” refers to knowledge about one’s own thoughts and cognitive processes as well as the cognitive regulation involved in directing one’s learning
- What is metacognition? The secret to a child’s success at school
Metacognition is often described as ‘thinking about our thinking’
- Metacognitive Theory - Definition, Pros and Cons (2025)
Metacognition means thinking about thinking The concept was created by John Flavell in the 1970s It includes all the processes involved in regulating how we think Examples include planning out our work, tracking our progress, and assessing our own knowledge
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