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Metacognitive Experiences: The Missing Link in the Self-Regulated Learning Process: A Rejoinder to Ainley and Patrick

Anastasia Efklides
Educational Psychology Review
Vol. 18, No. 3 (September 2006), pp. 287-291
Published by: Springer
Stable URL: http://www.jstor.org/stable/23364103
Page Count: 5
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Abstract

The measurement of online self-regulation processes is a very important issue and in this rejoinder to Ainley and Patrick (this issue) I am arguing that including measures of metacognitive experiences, in conjunction with measures of other affective experiences, in various phases of task processing can increase the reliability and validity of online measures and our understanding of the self-regulation process. Furthermore, behavioral and performance measures as well as thinking aloud protocols can enrich not only the reliability and validity of our measures but also our awareness of the factors involved in the formation of the various facets of subjective experiences, be it affective or metacognitive.

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