Special Issue "Building a Knowledgeable Student: Emerging Trends in Research on Self-Regulated Learning and Implications for Education"
A special issue of Journal of Intelligence (ISSN 2079-3200).
Deadline for manuscript submissions: closed (20 September 2022) | Viewed by 17517
Interests: metacognition; self-regulated learning; memory; student learning and achievement; concept formation; cognitive aging
Due to modern challenges in education, more than ever, it is critical that students are knowledgeable about their learning and make effective study decisions. Thus, in this Special Issue, our goal is to highlight recent advances in the study of self-regulated learning and metacognition in education. Self-regulated learning is a multifaceted construct that involves any self-initiated cognitive or behavioral activity used to achieve a learning goal. Self-regulated learning includes goal setting, planning, judgment and decision-making, strategy utilization, and metacognition. Metacognition is knowledge about learning, and the interactive relationship between assessments of learning and control of study behavior. For this Special Issue, we encourage submissions that present empirical research or theoretical work that increases understanding of self-regulated learning and metacognition in education. Additionally, we welcome basic research with implications for educational contexts and applied research conducted in authentic classroom contexts.
Examples of phenomena that are ideal for this Special Issue include:
- The impact of emerging technologies or course modality on students’ self-regulated learning;
- Individual differences in students’ metacognitive accuracy, study decisions, and strategy use;
- The effects of different course designs, learning activities, or assessments of learning on metacognitive monitoring and control processes;
- Educational interventions targeting self-regulated learning skills to improve student learning and achievement or promote equity in education;
- Predicting educational outcomes with measures of metacognition and self-regulated learning.
Dr. Uma Tauber
Dr. Robert Ariel
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Journal of Intelligence is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2600 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
- self-regulated learning