Metacognition and Self-Regulated Study
Robyn Cerra
School of Education, Liberty University
Robyn Cerra
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Robyn Cerra.
Email: [email protected]
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Metacognition and Self-Regulated Study 1
Abstract
This study explores the metacognitive and self-regulated learning practices of a high
school freshman at a private Christian school through an interview survey. The student’s
responses provide insights into their study habits, strategies for academic success, and
reflections on their learning processes. By synthesizing the survey results with the
theoretical principles outlined in Ormrod and Jones (2023), the study highlights the
student’s application of metacognitive awareness, monitoring, and regulation, as well as
self-regulated learning strategies. The findings underscore the importance of
metacognition and self-regulated learning in shaping effective learning behaviors and
academic performance among high school students. The student’s experiences offer
practical implications for educators and learners seeking to enhance study skills, goal
setting, and motivation within educational settings.
Introduction
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Metacognition and Self-Regulated Study 2
This study investigates the metacognitive and self-regulated learning practices of
a high school freshman enrolled in a Christian private school through an interview
survey. The participant was selected due to her affiliation with the school where I will be
teaching in the upcoming academic year. The interview aims to offer insights into how
students of similar backgrounds perceive metacognition and their self-efficacy in relation
to learning and studying. The participant was provided with a set of questions via a
Google document to allow for thoughtful responses at a convenient time and in a
comfortable setting. This approach was intended to facilitate honest and reflective
answers, free from external pressures or time constraints. The findings from this study
contribute to understanding the perspectives of high school students on metacognitive
strategies and self-regulated learning, offering implications for educators and learners
seeking to enhance academic performance and study skills within educational contexts.
Methods
In this study, the participant was contacted through text messaging due to a pre-
existing familial relationship. The purpose of the communication was to request the
participant’s voluntary participation in a survey comprising 10 questions related to
metacognition and self-regulated learning. Prior to administering the survey, a brief
explanation of the concepts of metacognition and self-regulation was provided to ensure
the participant’s comprehension of the survey’s content. Subsequently, the survey
questions were disseminated to the participant via a Google document, allowing her the
flexibility to consider and formulate her responses thoughtfully. Clear instructions were
given to the participant to submit her responses via email on the same document upon
completion, with a designated time frame of three days provided for response
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Metacognition and Self-Regulated Study 3
submission. The utilization of a written document for data collection was chosen over a
verbal interview format to mitigate any potential pressure on the participant to provide
specific responses. The participant returned the completed document on the same day
it was distributed, indicating a prompt and efficient response process.
The questions in the survey are as follows:
1. How do you approach studying for your exams or assessments?
2. Can you describe a time when you realized a study strategy was not working for you? How
did you adapt?
3. What methods do you use to keep track of your progress in different subjects?
4. How do you decide when to seek help from teachers or peers regarding your studies?
5. What are your thoughts on your strengths and weaknesses as a learner?
6. How do you set academic goals for yourself, and how do you work towards achieving them?
7. Can you reflect on a challenging academic situation you faced and how you managed it?
8. Do you believe that understanding your own learning process is important for academic
success? Why or why not?
9. How do you motivate yourself to stay focused and engaged during study sessions?
10. In what ways do you think your study habits contribute to your overall academic
performance?
Results
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Metacognition and Self-Regulated Study 4
To synthesize the results of the survey with the foundational and theoretical principles of
metacognition and self-regulated learning, we can draw insights from the responses provided by
the high school freshman at a private Christian school and relate them to the theoretical
underpinnings of metacognition and self-regulated learning as outlined in the educational
psychology text by Ormrod and Jones (2023).
The student’s approach to studying for exams or assessments, which includes reviewing
notes, creating flashcards, and engaging in group study sessions, aligns with the metacognitive
strategies of organization and elaboration. According to Ormrod and Jones (2023), effective
learners often engage in organizing information and elaborating on it to enhance understanding
and retention. The student’s reflection on adapting study strategies after a failed attempt at
cramming before a test demonstrates metacognitive awareness and the ability to regulate their
learning approach. This aligns with the concept of metacognitive regulation, where individuals
monitor their learning processes and make adjustments to improve outcomes (Balashov et al.,
2022). The student’s use of a planner, checklists, and online portals to track progress in different
subjects reflects metacognitive monitoring, which involves keeping track of one’s learning
processes and outcomes (Balashov et al., 2021).
The student’s recognition of strengths in organizing notes and weaknesses in staying
focused resonates with the idea of metacognitive awareness, where individuals understand their
cognitive strengths and weaknesses (Balashov et al., 2021). The student’s practice of setting
academic goals, monitoring progress, and adjusting study habits aligns with the principles of
self-regulated learning, emphasizing goal setting, self-monitoring, and self-reflection (Ormrod &
Jones, 2023). The student’s motivation strategies, such as setting rewards and reminding
themselves of goals, correspond to the motivational aspects of self-regulated learning, where
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Metacognition and Self-Regulated Study 5
individuals use incentives and goal-oriented behaviors to maintain focus and engagement (Wei et
al., 2023).
Overall, the student’s study habits and approaches reflect a blend of metacognitive
awareness, monitoring, and regulation, as well as self-regulated learning strategies, highlighting
the interconnectedness of these concepts in shaping effective learning behaviors and academic
performance.
Biblical Worldview
Connecting a biblical worldview to the previous results can be achieved by
drawing parallels between the student’s metacognitive and self-regulated learning
practices and biblical principles. The biblical worldview emphasizes the importance of
wisdom, discernment, and diligence in one’s pursuits, which align with the concepts of
metacognition and self-regulated learning.
Proverbs 2:6 states, “For the Lord gives wisdom; from his mouth come
knowledge and understanding.” This verse resonates with the student’s approach to
studying, where they engage in reviewing notes, creating flashcards, and seeking
understanding through collaborative study groups. By seeking wisdom and
understanding in their academic endeavors, the student reflects the biblical value of
diligent learning and knowledge acquisition.
References:
Balashov, E., Pasichnyk, I., & Kalamazh, R. (2021). Metacognitive awareness and academic
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Metacognition and Self-Regulated Study 6
self-regulation of hei students. International Journal of Cognitive Research in Science
Engineering and Education, 9(2), 161-172. https://doi.org/10.23947/2334-8496-2021-9-2-
161-172
Balashov, E., Pasichnyk, I., & Kalamazh, R. (2022). Methodological and contextual foundations
of metacognitive monitoring training program in student self-regulated learning. Journal
of Education Culture and Society, 13(1), 77-92.
https://doi.org/10.15503/jecs2022.1.77.92
Ormrod, J. E., & Jones, B. D. (2023). Essentials of educational Psychology: Big Ideas to Guide Effective
Teaching.
Owens, J. J. (1963). Book Review: Holman Study Bible. Review & Expositor, 60(4), 434–435.
https://doi.org/10.1177/003463736306000412
Wei, L., Liu, C., & Tseng, J. (2023). Development of a metacognitive regulation‐based collaborative
programming system and its effects on students’ learning achievements, computational thinking
tendency and group metacognition. British Journal of Educational Technology, 55(1), 318-339.
https://doi.org/10.1111/bjet.13358
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