As part of metacognition, metacognitive regulation refers to how we control our thinking in order to learn effectively. The process of metacognitive regulation involves actions taken in order to achieve effective learning. Effective metacognitive regulation skills enable an individual to select appropriate learning methods, approaches and tools based on the desired outcome (Koriat, 2007). Metacognitive regulation skills also enable one to be selective on the learning areas that require elaborative rehearsal which in turn improves memory performance. Similarly, since metacognition involves one’s own understanding of his/her memory performance, learners who rank low in terms of general memory scores usually apply metacognition skills to enhance their memory by adopting appropriate practices or seeking help from professionals. Therefore, metacognition regulation has an overall positive impact on memory performance of learners.
Having a thorough mastery of metacognition skills is particularly instrumental among all college students if these skills are applied appropriately with an aim of improving academic performance. For instance, learners can use metacognitive skills to identify their strengths and weaknesses in different areas of academics and allocate more time to practice subjects in which they are weak. Additionally, Ormrod (2011) stated that learning is a relatively permanent change in knowledge and behavior that occurs as a result of reinforced practice. In this view, learners can use metacognitive skills to understand how much they need to practice in order to achieve learning.
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As a college student, I will employ the following strategies applied from metacognition to enhance my future learning:
Focusing more on my weak academic areas than my strong areas.
Engaging in group discussion and other group learning activities.
Organizing varied academic content in a systematic manner from the simplest to the most complex.
Applying systematic problem solving skills to various challenges in academics.
References
Koriat, A. (2007). Metacognition and consciousness. In P. D. Zelazo, M. Moscovitch, & E. Thompson (Eds.), Cambridge handbook of consciousness . Cambridge, UK: Cambridge University Press. Retrieved from https://lopes.idm.oclc.org/login?url=http://search.credoreference.com/content/entry/cupcon/metacognition_and_consciousness/0?institutionId=5865
Ormrod, J. E. (2011). Human learning . Pearson Higher Ed.
