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doi:10.22028/D291-42134
Titel: | Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases: a systematic review |
VerfasserIn: | Dörrenbächer-Ulrich, Laura Dilhuit, Sabrina Perels, Franziska |
Sprache: | Englisch |
Titel: | Current Psychology |
Bandnummer: | 43 (2024) |
Heft: | 18 |
Seiten: | 1046-1310 |
Verlag/Plattform: | Springer Nature |
Erscheinungsjahr: | 2023 |
Freie Schlagwörter: | Self-regulated learning Executive functions Metacognition Academic transitions Developmental trajectories |
DDC-Sachgruppe: | 370 Erziehung, Schul- und Bildungswesen |
Dokumenttyp: | Journalartikel / Zeitschriftenartikel |
Abstract: | The importance of self-regulated learning (SRL) for academic learning and achievement is already well established. In terms of developing a comprehensive understanding of SRL, executive functions (EFs), which are seen as an important infuential factor for learning and goal-oriented behavior, should be taken into consideration. Some authors have linked SRL and EF via metacognition (MC), which forms a fundamental component of SRL, and like EF, represents higher-level cognitive processes. Therefore, this systematic review searched education and psychology databases to determine the natural development and current state of research on the three constructs. Academic transitional periods were brought into focus because of their infuence on learners’ well-being and academic achievement. An evaluation of 30 publications indicated that strong development of simple EFs occurs before the transition from preschool to primary school. Moreover, there is a decrease in the motivational component of SRL and the use of metacognitive SRL strategies during the transition from primary to secondary education but an increase in metacognitive awareness. Simple as well as complex EFs also increase during this transition, with a later developmental peak for complex EF. The transition from secondary to tertiary education is accompanied by positive developments in the cognitive and metacognitive components of SRL, with small increases for simple EFs, and larger increases for complex EFs. In conclusion, the fndings suggest there is an early developmental maximum for EFs compared to SRL and MC, which supports the theory that EFs are the foundation for SRL and MC. |
DOI der Erstveröffentlichung: | 10.1007/s12144-023-05551-8 |
URL der Erstveröffentlichung: | https://link.springer.com/article/10.1007/s12144-023-05551-8 |
Link zu diesem Datensatz: | urn:nbn:de:bsz:291--ds-421342 hdl:20.500.11880/37771 http://dx.doi.org/10.22028/D291-42134 |
ISSN: | 1936-4733 1046-1310 |
Datum des Eintrags: | 4-Jun-2024 |
Fakultät: | HW - Fakultät für Empirische Humanwissenschaften und Wirtschaftswissenschaft |
Fachrichtung: | HW - Bildungswissenschaften |
Professur: | HW - Prof. Dr. Franziska Perels |
Sammlung: | SciDok - Der Wissenschaftsserver der Universität des Saarlandes |
Dateien zu diesem Datensatz:
Datei | Beschreibung | Größe | Format | |
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s12144-023-05551-8.pdf | 1,3 MB | Adobe PDF | Öffnen/Anzeigen |
Diese Ressource wurde unter folgender Copyright-Bestimmung veröffentlicht: Lizenz von Creative Commons