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

Abstract

ABSTRACTThe 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.