The roles of motivation and metacognition in producing self-regulated learners of college physical science: a review of empirical studies

ABSTRACT

The goal of this review is to identify studies of self-regulated learning of students taking introductory physical science (chemistry, physics, and engineering) courses in college. This study analysed research in self-regulated learning published between the years of 2008–2018 with a focus on undergraduate learners in chemistry, physics, and engineering classrooms. It was found that there is a high degree of agreement in defining self-regulated learning, yet differences are present in the proposed factors that are most influential in creating a self-regulated learner. A majority of the studies report correlations between variables of motivation and metacognition. Additionally, less than half of the research studies included a measure of achievement and even less had an experimental design. This review proposes a need for more studies which include teaching of self-regulated skills for undergraduates in the physical sciences and investigating the relationship of the development of self-regulated learners as an integral facet of education in physical science classrooms.

KEYWORDS:

• Metacognition
• motivation
• learning strategies
• self-regulated learning
• chemistry education
• post-secondary
• college

Acknowledgements

The author wishes to thank Daniel Capps and David Jackson for their comments in reviewing the manuscript and their guidance in the critical literature review process.

Disclosure statement

No potential conflict of interest was reported by the author.

ORCID

Linda D. McDowell http://orcid.org/0000-0001-8342-8667