Project Details
Description
Self-regulated learning (ZRL) - in which metacognition plays a central role - is crucial for the academic learning performance and motivation of pupils in both primary and secondary education. Research systematically shows that self-regulated learners achieve significantly better learning outcomes than less self-regulated learners. Despite a strong empirical underpinning, there is a great need to make more accessible evidence-informed practices and insights on effective ZRL promotion. This brief aims to further bridge the gap between theory and practice on metacognition and self-regulated learning in Flanders (and by extension the Netherlands). The overall objective of the study includes the development of a contextualised, Flemish guide to promoting metacognition and self-regulated learning, and focuses on the following key questions: (i) What characteristics of interventions in fostering metacognition and self-regulated learning prove successful with regard to achieving positive learning outcomes? (ii) What is the possible differential impact of interventions at pupil level (e.g., age, SES) and in specific learning or subject areas? (iii) How can Flemish schools and teachers (teams) identify, support and promote their pupils' metacognitive and ZRL skills in an evidence-informed way through guidance and supporting materials?
Acronym | VLOV222 |
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Status | Active |
Effective start/end date | 13/09/24 → 29/08/25 |
Keywords
- metacognition
- self-regulated learning
Flemish discipline codes in use since 2023
- Education systems not elsewhere classified