METACOGNITIVE THEORIES

被引：685

作者：

SCHRAW, G

MOSHMAN, D

机构：

[1] Department of Educational Psychology, University of Nebraska-Lincoln, Lincoln, 68588-0641, Nebraska

来源：

EDUCATIONAL PSYCHOLOGY REVIEW | 1995年 / 7卷 / 04期

关键词：

METACOGNITION; SELF-REGULATION; METACOGNITIVE THEORIES; KNOWLEDGE;

D O I：

10.1007/BF02212307

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

This paper proposes a framework for understanding people's theories about their own cognition. Metacognitive theories are defined 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 differences 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.

引用

页码：351 / 371

页数：21

共 74 条

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