Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning
This scholarly book explores the latest education research on metacognition and self-directed learning, providing practical insights for educators and students. As the thirteenth volume in the NWU Self-Directed Learning Series, it focuses on developing metacognitive skills to enhance self-regulation...
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| Үндсэн зохиолчид: | , , , , , , , , , , , , , , , , , , , |
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| Формат: | Online |
| Хэл сонгох: | англи |
| Хэвлэсэн: |
AOSIS
2025
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| Нөхцлүүд: | |
| Онлайн хандалт: | ONIX_20250320_9781779953377_7 |
| Шошгууд: |
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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| _version_ | 1869517418662985728 |
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| author | Jagals, Divan Van Tonder, Gideon Petrus Grosser, Mary M. Van Deventer, Nicolaas Bunt, Byron J. Roux, Annalie Kloppers, Magda Bunt, Lance Stack, Michael Ragvan, Vanishree Petzer, Alviné Potgieter, Lineke Kruger, Corné Laubscher, Dorothy Kashango, Sylvia Havenga, Marietjie Jordaan, Tertia Pieters, Mariliza van der Westhuizen, Christine-Marie Verster, Marisa |
| author_browse | Bunt, Byron J. Bunt, Lance Grosser, Mary M. Havenga, Marietjie Jagals, Divan Jordaan, Tertia Kashango, Sylvia Kloppers, Magda Kruger, Corné Laubscher, Dorothy Petzer, Alviné Pieters, Mariliza Potgieter, Lineke Ragvan, Vanishree Roux, Annalie Stack, Michael Van Deventer, Nicolaas Van Tonder, Gideon Petrus Verster, Marisa van der Westhuizen, Christine-Marie |
| author_facet | Jagals, Divan Van Tonder, Gideon Petrus Grosser, Mary M. Van Deventer, Nicolaas Bunt, Byron J. Roux, Annalie Kloppers, Magda Bunt, Lance Stack, Michael Ragvan, Vanishree Petzer, Alviné Potgieter, Lineke Kruger, Corné Laubscher, Dorothy Kashango, Sylvia Havenga, Marietjie Jordaan, Tertia Pieters, Mariliza van der Westhuizen, Christine-Marie Verster, Marisa |
| author_sort | Jagals, Divan |
| collection | Directory of Open Access Books |
| description | This scholarly book explores the latest education research on metacognition and self-directed learning, providing practical insights for educators and students. As the thirteenth volume in the NWU Self-Directed Learning Series, it focuses on developing metacognitive skills to enhance self-regulation, motivation, and independent thinking – key competencies for success in the 21st century. Metacognition plays a vital role in learning, helping students plan, evaluate, and self-assess their progress. Research shows that students with strong metacognitive strategies achieve better learning outcomes, apply knowledge effectively, and persist through academic challenges. This book offers evidence-based teaching strategies to support the development of self-regulated learning and motivation in diverse educational settings. It examines teaching behaviour and instructional methods that foster metacognitive growth in both basic and higher education. With a particular focus on the South African education landscape, it extends research in cognitive, developmental, and applied psychology. Researchers and educators will find practical approaches for integrating metacognition into various disciplines, making this book a valuable resource for both undergraduate and graduate education programmes. |
| format | Online |
| id | doab-20.500.12854ir-157630 |
| institution | Directory of Open Access Books |
| language | eng |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | AOSIS |
| publisherStr | AOSIS |
| record_format | ojs |
| spelling | doab-20.500.12854ir-1576302026-05-19T08:45:42Z Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning Jagals, Divan Van Tonder, Gideon Petrus Grosser, Mary M. Van Deventer, Nicolaas Bunt, Byron J. Roux, Annalie Kloppers, Magda Bunt, Lance Stack, Michael Ragvan, Vanishree Petzer, Alviné Potgieter, Lineke Kruger, Corné Laubscher, Dorothy Kashango, Sylvia Havenga, Marietjie Jordaan, Tertia Pieters, Mariliza van der Westhuizen, Christine-Marie Verster, Marisa Geduld, Bernadette Bunt, Byron J. Jagals, Divan self-directed learning cognition meta-cognition motivation self-regulated learning diverse educational contexts reflection problem-centred learning South African education teaching strategies student motivation higher education cognitive development mathematics mathematical teaching mathematical education applied psychology learning outcomes 21st-century skills thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy This scholarly book explores the latest education research on metacognition and self-directed learning, providing practical insights for educators and students. As the thirteenth volume in the NWU Self-Directed Learning Series, it focuses on developing metacognitive skills to enhance self-regulation, motivation, and independent thinking – key competencies for success in the 21st century. Metacognition plays a vital role in learning, helping students plan, evaluate, and self-assess their progress. Research shows that students with strong metacognitive strategies achieve better learning outcomes, apply knowledge effectively, and persist through academic challenges. This book offers evidence-based teaching strategies to support the development of self-regulated learning and motivation in diverse educational settings. It examines teaching behaviour and instructional methods that foster metacognitive growth in both basic and higher education. With a particular focus on the South African education landscape, it extends research in cognitive, developmental, and applied psychology. Researchers and educators will find practical approaches for integrating metacognition into various disciplines, making this book a valuable resource for both undergraduate and graduate education programmes. 2025-03-22T13:02:38Z 2025-03-22T13:02:38Z 2025-03-20T09:50:09Z 2024 book ONIX_20250320_9781779953377_7 https://library.oapen.org/handle/20.500.12657/100189 9781779953353 9781779953360 https://directory.doabooks.org/handle/20.500.12854/157630 eng NWU Self-Directed Learning Series open access image/jpeg image/jpeg Attribution-NonCommercial-NoDerivatives 4.0 International Attribution-NonCommercial-NoDerivatives 4.0 International https://library.oapen.org/bitstream/20.500.12657/100189/1/BK484.pdf https://library.oapen.org/bitstream/20.500.12657/100189/1/BK484.pdf AOSIS AOSIS Books 10.4102/aosis.2024.BK484 10.4102/aosis.2024.BK484 c47a1220-d848-4e78-88cd-74f293e3d4f4 9781779953353 9781779953360 AOSIS Books 344 Cape Town open access |
| spellingShingle | self-directed learning cognition meta-cognition motivation self-regulated learning diverse educational contexts reflection problem-centred learning South African education teaching strategies student motivation higher education cognitive development mathematics mathematical teaching mathematical education applied psychology learning outcomes 21st-century skills thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy Jagals, Divan Van Tonder, Gideon Petrus Grosser, Mary M. Van Deventer, Nicolaas Bunt, Byron J. Roux, Annalie Kloppers, Magda Bunt, Lance Stack, Michael Ragvan, Vanishree Petzer, Alviné Potgieter, Lineke Kruger, Corné Laubscher, Dorothy Kashango, Sylvia Havenga, Marietjie Jordaan, Tertia Pieters, Mariliza van der Westhuizen, Christine-Marie Verster, Marisa Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning |
| title | Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning |
| title_full | Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning |
| title_fullStr | Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning |
| title_full_unstemmed | Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning |
| title_short | Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning |
| title_sort | diverse educational contexts and research on metacognition and motivation to enhance self directed learning |
| topic | self-directed learning cognition meta-cognition motivation self-regulated learning diverse educational contexts reflection problem-centred learning South African education teaching strategies student motivation higher education cognitive development mathematics mathematical teaching mathematical education applied psychology learning outcomes 21st-century skills thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| topic_facet | self-directed learning cognition meta-cognition motivation self-regulated learning diverse educational contexts reflection problem-centred learning South African education teaching strategies student motivation higher education cognitive development mathematics mathematical teaching mathematical education applied psychology learning outcomes 21st-century skills thema EDItEUR::J Society and Social Sciences::JN Education::JNF Educational strategies and policy |
| url | ONIX_20250320_9781779953377_7 |
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