Metacognitive theories

by Gregory Schraw, David Moshman
Educational Psychology Review ()
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This paper proposes a framework for understanding people’s theories about their own cognition. Metacognitive theories are defi ned broadly as systematic frameworks used to explain and direct cognition, metacognitive knowledge, and regulatory skills. We distinguish tacit, informal, and formal metacognitive theories and discuss critical dif- ferences among them using criteria borrowed from the developmental literature. We also consider the origin and development of these theories, as well as implications for educational research and practice

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