The Effect Of Metacognition Cognitive Learning Strategy In Self-Regulated Learning

What is the essence of self-regulated learning? Summary of existing research found that metacognitive and cognitive learning strategies are self-regulated learning key ingredients, but what is the relationship between the two, is metacognitive affect choice and use of cognitive learning strategies, if so, what is the mechanism and a series of questions didn’t get a clear answer yet. From the theoretical level, self-regulated learning model contains process model and components model.In the methodological level, self-regulated learning research can be divided into off-line Measurement Measurement of macro-level and task-oriented micro-level execution. Therefore, this study adopt the macro levels and micro levels and different levels of a combination of both, to study the effect of metacognition on cognitive learning strategy.Research 1 use of questionnaires to study the relationship between metacognitive and cognitive learning strategies in the macro-level relationships. In the framework of self-regulated learning components model, consider the academic self-concept, achievement goals, epistemological beliefs into the relationship between metacognition and cognitive learning strategies. Research 1 prepared to answer the following questions:(1) whether metacognition plays anmediate role in the academic self-concept and cognitive learning strategies between? If so, by which dimensions impact metacognition?(2) whether metacognition plays an mediate role between achievement goals and cognitive learning strategies? If so, mastery goals orientation through metacognition which dimensions affect cognitive learning strategies, performance goals orientation through which metacognitive dimensions to affect cognitive learning strategies?(3) whether metacognition plays an mediate role between epistemological beliefs and cognitive learning strategies? If so, epistemological dimension through metacognitive beliefs which affect cognitive dimension of learning strategies? Research 2 using JOL RJR experimental paradigm to study the impact of metacognitive learning strategies selected in the micro-level. Research 2 prepared to answer the following questions:(1)Whether on-line measurement of metacognitive experience will be affece restudy strategy choice of learners?(2) On-lineMetacognitive experiences o play what role in the learner’s restudy strategy selection process? Study 3 contains the macro level and micro level, using the questionnaire and Think aloud protocol to explore how on-line metacognitive experience, off-line metacognitive knowledge affect the quantity and quality of on-line cognitive learning strategy. Research 3 prepared to answer the following questions:(1) Can off-line metacognitive knowledge affect on-line cognitive learning strategies quality and quantity?(2) Can different quality and quantity of sub-dimensions affect on-line cognitive learning strategies?According to the findings of a study of three, this study reached the following conclusions:(1) Meta-cognitive functions as an intermediary between complete academic self-concept and cognitive learning strategies, the specific path there are two, one is academic self-concept influence awareness through metacognitive knowledge of learning strategies, and the other one is for the academic self-concept through metacognitive experiences in turn affect metacognitive awareness in turn affect the regulation of learning strategies.(2) Metacognition fully mediateted in mastery goals orientation and cognitive learning strategies among specific path to mastery goals by influencing the metacognitive knowledge and metacognitive regulating effect on cognitive learning strategies; metacognition play a partially mediate role betweenperformance goal orientationand cognitive learning strategy. The pathway is performance goal orientation affect cognitive learning strategy through metacognitive knowledge.(3) Except for the fixed capacity factor, metacognitiondo not exist mediate role between epistemological beliefs and cognitive learning strategies. Metacognitive regulation plays a fullymediate role between the fixed completely and cognitive learning strategies.(4) On-line metacognition experience plays a fully mediate role between words present times and restudy choice in words remember task. Alter present times can change on-line metacognitive experience, however, it can’t change learning strategies subjective threshold.(5) Off-line metacognitive knowlege and metacognitive experience can not have an impact on the use of learners’ cognitive learning strategies.(6) At the online reading task, in chronological order, metacognitive experience and metacognitive learners regulate behavior occurs before learning strategies. Quantity of online metacognitive experience can predict Quantity of on-line rehearsal learning strategy and elaborate learning strategy.Quantity of online metacognitiveregulation can predict quantity of elaborate strategies. Quality ofon-linemetacognitive regulation can predict the quality of on-lineelaborate learing strategy quality and rehearsallearning strategy, the quality of online metacognitive experiences can postive predict the quality of on-line organizelearning strategy.