Self-regulated learning: beliefs, techniques, and illusions.

@article{Bjork2013SelfregulatedLB,
  title={Self-regulated learning: beliefs, techniques, and illusions.},
  author={Robert A. Bjork and John Dunlosky and Nate Kornell},
  journal={Annual review of psychology},
  year={2013},
  volume={64},
  pages={
          417-44
        }
}
Knowing how to manage one's own learning has become increasingly important in recent years, as both the need and the opportunities for individuals to learn on their own outside of formal classroom settings have grown. During that same period, however, research on learning, memory, and metacognitive processes has provided evidence that people often have a faulty mental model of how they learn and remember, making them prone to both misassessing and mismanaging their own learning. After a… 
View on PubMed
bjorklab.psych.ucla.edu
805 Citations
Highly Influential Citations
27
Background Citations
208
Methods Citations
12
Results Citations
20

Figures from this paper

805 Citations

Citation Type

Citation Type

Chapter 01: The Increasing Importance of Learning How to Learn
Increasingly, learning is happening outside of formal classroom instruction. As a consequence, learners need to make multiple decisions, such as what to study, when to study, and how to study, and…
Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning
Over a century of research has established practice testing as a highly robust learning strategy that promotes long-term retention. However, learners do not always appreciate the benefits of testing…
Metacognitive illusion or self-regulated learning? Assessing engineering students’ learning strategies against the backdrop of recent advances in cognitive science
Knowing how students approach learning in higher education contexts is key to promote learning strategies that are effective in the long run. Previous research has concluded that students often use…
Integrating Cognitive Science with Innovative Teaching in STEM Disciplines
Increasingly, learning is happening outside of formal classroom instruction. As a consequence, learners need to make multiple decisions, such as what to study, when to study, and how to study, and…
The Effects of Expecting to Teach Learned Information on Students' Self-Regulated Learning
Much of students’ learning happens outside of the classroom when they make decisions regarding what and how long to study. These decisions are part of self-regulated learning. Research on…
On Students’ (Mis)judgments of Learning and Teaching Effectiveness
Maybe they’re born with it, or maybe it’s experience: Toward a deeper understanding of the learning style myth.
Decades of research suggest that learning styles, or the belief that people learn better when they receive instruction in their dominant way of learning, may be one of the most pervasive myths about…
Judgments of learning as memory modifiers.
TLDR
The present research addressed the accuracy of this assumption and tested a possible account--based on aspects of Koriat's cue-utilization approach to JOLs and de Winstanley, Bjork, and Bjork's (1996) transfer-appropriate multifactor account of generation effects--for why the mere act of making J OLs might enhance later memory for the information so judged.
Mind wandering and education: from the classroom to online learning
TLDR
The importance of understanding the nature and occurrence of mind wandering in the context of classroom and online lectures is discussed, and various avenues of future research are considered that can shed light on this well-known but little studied phenomenon.
Judging own and peer performance when using feedback in elementary school
...
1
2
3
4
5
...

References

SHOWING 1-10 OF 145 REFERENCES
Illusions of competence in monitoring one's knowledge during study.
  • A. Koriat, R. Bjork
  • Psychology
    Journal of experimental psychology. Learning, memory, and cognition
  • 2005
TLDR
Using a paired-associates task, the authors examined aspects of the cue-target relationships that seemed likely contributors to such illusions of competence as the probability with which a cue, when presented alone, elicits the corresponding target versus the perceived association between the cue and the target when both are present.
Overconfidence produces underachievement: Inaccurate self evaluations undermine students’ learning and retention
Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?
TLDR
It is proposed that many students experience illusions of competence while studying and that these illusions have significant consequences for the strategies students select when they monitor and regulate their own learning.
Learners’ choices and beliefs about self-testing
TLDR
The results demonstrated a mismatch between metacognitive beliefs and study choices: Participants judged that the pair mode resulted in the most learning, but chose the test mode most frequently.
Metacognitive awareness of learning strategies in undergraduates
TLDR
It is suggested that undergraduates are largely unaware of several specific strategies that could benefit memory for course information; further, training in applied learning and memory topics has the potential to improve metacognitive judgments in these domains.
Metacognitive Judgments and Control of Study
  • J. Metcalfe
  • Psychology
    Current directions in psychological science
  • 2009
TLDR
It is argued here that people use metacognitions in an effort to selectively study material in their own region of proximal learning to effectively take control of his or her own learning.
Predicting one's own forgetting: the role of experience-based and theory-based processes.
TLDR
Results and others reported suggest that participants can access their knowledge about forgetting but only when theory-based predictions are made, and then only when the notion of forgetting is accentuated either by manipulating retention interval within individuals or by framing recall predictions in terms of forgetting rather than remembering.
Does Easily Learned Mean Easily Remembered?
TLDR
Experiments revealed that subjects who viewed intelligence as fixed, and who tended to interpret effortful encoding as indicating that they had reached the limits of their ability, used the ELER heuristic to make judgments of learning and at times predicted greater memory for items that they found more effortful to learn.
A stability bias in human memory: overestimating remembering and underestimating learning.
TLDR
A stability bias in human memory is suggested, that is, a tendency to assume that the accessibility of one's memories will remain relatively stable over time rather than benefiting from future learning or suffering from future forgetting.
Monitoring one's own knowledge during study : A cue-utilization approach to judgments of learning
How do people monitor their knowledge during acquisition? A cue-utilization approach to judgments of learning (JOLs) is outlined, distinguishing 3 types of cues for JOLs: intrinsic, extrinsic, and…
...
1
2
3
4
5
...