TITLE:
Metacognitive Knowledge, Regulation, and Study Habits
AUTHORS:
Angelina MacKewn, Thomas Depriest, Brian Donavant
KEYWORDS:
Metacognition, Metacognitive Knowledge, Metacognitive Regulation, Directed Learning
JOURNAL NAME:
Psychology,
Vol.13 No.12,
November
30,
2022
ABSTRACT: The relationship between metacognitive knowledge, metacognitive regulation, depth of studying, and academic success was examined in university undergraduates. Further, age differences in these variables were compared between preadults (up to age 24) and adults (25 and older). Metacognitive regulation was found to be positively correlated with metacognitive knowledge, deep and strategic study habits, but no relationship was found between study habits or metacognition and GPA. Adults scored higher on all metacognitive knowledge subscales and the overall knowledge score, and all but the planning metacognitive regulation subscale. Explanations and application of findings are discussed.