Abstract

SCHELINI, Patrícia Waltz. Metacognition and Self-Regulation: Articulations, discrepancies, forms of evaluation, challenges, and perspectives. Aval. psicol. [online]. 2023, vol.22, n.4, pp.367-374.  Epub Dec 02, 2024. ISSN 1677-0471.  https://doi.org/10.15689/ap.2023.2204.25008.06.

The aim of this study was to present the definitions of metacognition and self-regulation, including self-regulated learning, in order to investigate the nature of the interrelationships and differences between them, as well as ways to evaluate them. The study also outlines challenges for those willing to understand and develop research on metacognition, self-regulation and self-regulated learning. To achieve these objectives, the concepts of metacognition, self-regulation and self-regulated learning are described separately first. Following this, similarities and discrepancies between the three concepts are identified, and specific needs for future research are discussed. The overall conclusion is that, although they originated from different roots, metacognition and self-regulation have become intertwined, leading to terminological confusion and the interchangeable use of these constructs. To differentiate and relate them, it is important to note that monitoring and control skills are relevant to all three constructs, metacognitive knowledge is associated with metacognition, while motivation and behavior are emphasized in self-regulation and self-regulated learning.

Keywords : regulation; monitoring; control; assessment.

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