Metacognitive Thinking

Metacognitive thinking involves knowing how to use self knowledge and skills to develop strategies that will improve your academic success. There are many types of strategies that can be employed to support both the development of self knowledge and self regulation.  This site will provide you with both tools and strategies to enhance your academic learning and assist you with regulating your attention and emotions. 

The early research by Flavell (1977, 1978, 1981) identifies the cognitive processes of metacognitive monitoring and self regulation as the management of metacognition associated with problem solving. This suggests that metacognitive skills can be learned and applied when needed. The concept of metacognitive control supports the idea that self regulation is within the control of the individual to be used for problem solving and learning. Self monitoring is the ability to know where you are in order to reach goals, whereas self regulation pertains to specific metacognitive strategies that will help you to reach a goal, such as planning, directing, and evaluating your progress (Flavell et al, 2002, p. 263). Self regulation also requires the ability to know when a strategy is not effective and when to try a new strategy. 

Metacognitive experiences support the development of successful strategies through cognitive monitoring and appraisal, reflection, trial and error applications, observation and social cognition.