Metacognition and Self-Regulated Learning

This module investigates the psychological processes that enable learners to monitor, direct, and evaluate their own learning - collectively known as metacognition and self-regulated learning (SRL). Drawing on key theories from cognitive, developmental, and motivational psychology, students will explore how metacognitive knowledge, monitoring, and control contribute to effective learning and learner agency. Using models such as Flavell’s Metacognitive Theory, Zimmerman’s Cyclical Model, and Winne & Hadwin’s Information Processing Model, the module examines how SRL unfolds in phases - planning, performance, and reflection - and how these interact with beliefs, motivation, and emotion. Students will also explore related constructs including self-efficacy (Bandura), autonomy and motivation (Deci & Ryan), and the development of self-regulation through social interaction and scaffolding (Vygotsky’s Zone of Proximal Development). Emphasis is placed on evidence-based strategies for teaching metacognition, supporting strategy use, and promoting reflective practice across educational contexts. Students will critically evaluate research on metacognitive interventions and consider how self-regulation develops across age groups and learning environments. By the end of the module, students will be able to design learning activities that foster independent, strategic, and self-aware learners.