Metacognition and Self-Regulated Learning

This text explores the psychological foundations and practical definitions of self-regulation and self-regulated
learning, drawing primarily from the works of Bandura and educational researchers like Dinsmore and Schunk. It clarifies
the distinction between metacognition–the cognitive process of managing one’s own thinking–and self-regulation,
which involves managing one’s emotions and behavior in response to the external environment. The synthesis of these
concepts in an academic setting is defined as self-regulated learning, where students actively apply strategies to achieve
their educational goals. The author provides simplified yet accurate definitions to make these theories accessible to educators
and emphasizes the importance of understanding and nurturing these skills in teaching and learning practices