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Getting the right task to develop metacognition and self-regulated learning in early primary school

Helen Lewis Orcid Logo, Shirley Larkin

Impact: The Journal of The Chartered College of Teachers

Swansea University Author: Helen Lewis Orcid Logo

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Abstract

There is now a good deal of evidence that developing self-regulated learning (SRL) and metacognition have a positive impact on student attainment, motivation and behaviour (Quigley, Muijs and Stringer n.d). Yet it is not always clear how different tasks and activities, including how teachers approac...

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Published in: Impact: The Journal of The Chartered College of Teachers
ISSN: 2514-6955 2514-6963
Published: 2020
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URI: https://cronfa.swan.ac.uk/Record/cronfa54238
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first_indexed 2020-05-15T03:09:44Z
last_indexed 2023-01-11T14:32:10Z
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spelling 2022-12-18T16:56:46.6659874 v2 54238 2020-05-15 Getting the right task to develop metacognition and self-regulated learning in early primary school daebf144a10dc3164bff6ec1800d66d3 0000-0003-4329-913X Helen Lewis Helen Lewis true false 2020-05-15 EDUC There is now a good deal of evidence that developing self-regulated learning (SRL) and metacognition have a positive impact on student attainment, motivation and behaviour (Quigley, Muijs and Stringer n.d). Yet it is not always clear how different tasks and activities, including how teachers approach these, might enhance or hinder the opportunities to develop these skills. When Flavell (1979) first outlined his model of metacognition, he emphasised that metacognition arises from the interplay of self, task and strategies. In addition theories of SRL such as those by Winne and Hadwin (1998); Zimmerman and Reisenberg (1997); Boekaerts and Como (2005) stress the importance of task regulation and motivation. Below we detail how in the early years, task design can facilitate or hinder the development of metacognition and SRL. Journal Article Impact: The Journal of The Chartered College of Teachers 2514-6955 2514-6963 1 1 2020 2020-01-01 https://impact.chartered.college/article/getting-the-right-task-develop-metacognition-self-regulated-learning-early-primary-school/ COLLEGE NANME Education COLLEGE CODE EDUC Swansea University 2022-12-18T16:56:46.6659874 2020-05-15T00:16:56.4566197 Faculty of Humanities and Social Sciences School of Social Sciences - Education and Childhood Studies Helen Lewis 0000-0003-4329-913X 1 Shirley Larkin 2
title Getting the right task to develop metacognition and self-regulated learning in early primary school
spellingShingle Getting the right task to develop metacognition and self-regulated learning in early primary school
Helen Lewis
title_short Getting the right task to develop metacognition and self-regulated learning in early primary school
title_full Getting the right task to develop metacognition and self-regulated learning in early primary school
title_fullStr Getting the right task to develop metacognition and self-regulated learning in early primary school
title_full_unstemmed Getting the right task to develop metacognition and self-regulated learning in early primary school
title_sort Getting the right task to develop metacognition and self-regulated learning in early primary school
author_id_str_mv daebf144a10dc3164bff6ec1800d66d3
author_id_fullname_str_mv daebf144a10dc3164bff6ec1800d66d3_***_Helen Lewis
author Helen Lewis
author2 Helen Lewis
Shirley Larkin
format Journal article
container_title Impact: The Journal of The Chartered College of Teachers
publishDate 2020
institution Swansea University
issn 2514-6955
2514-6963
college_str Faculty of Humanities and Social Sciences
hierarchytype
hierarchy_top_id facultyofhumanitiesandsocialsciences
hierarchy_top_title Faculty of Humanities and Social Sciences
hierarchy_parent_id facultyofhumanitiesandsocialsciences
hierarchy_parent_title Faculty of Humanities and Social Sciences
department_str School of Social Sciences - Education and Childhood Studies{{{_:::_}}}Faculty of Humanities and Social Sciences{{{_:::_}}}School of Social Sciences - Education and Childhood Studies
url https://impact.chartered.college/article/getting-the-right-task-develop-metacognition-self-regulated-learning-early-primary-school/
document_store_str 0
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description There is now a good deal of evidence that developing self-regulated learning (SRL) and metacognition have a positive impact on student attainment, motivation and behaviour (Quigley, Muijs and Stringer n.d). Yet it is not always clear how different tasks and activities, including how teachers approach these, might enhance or hinder the opportunities to develop these skills. When Flavell (1979) first outlined his model of metacognition, he emphasised that metacognition arises from the interplay of self, task and strategies. In addition theories of SRL such as those by Winne and Hadwin (1998); Zimmerman and Reisenberg (1997); Boekaerts and Como (2005) stress the importance of task regulation and motivation. Below we detail how in the early years, task design can facilitate or hinder the development of metacognition and SRL.
published_date 2020-01-01T04:07:39Z
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score 11.037144

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