International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Metacognition in Practice: Exploring its Roots, Role, Challenges in Implementation, and Strategies for Effective Learning

Author(s) Ms. Vidushi Joshi, Dr. Bijender Singh
Country India
Abstract Metacognition which is generally interpreted as ‘learning about learning’, is a concept that has been around for a while now, specially in the context of education. This concept basically encompasses self-awareness, ability to monitor oneself and self regulation of intellectual processes which are essential for effective learning that occur right from introduction of a concept or a piece of knowledge to learning all about it, retaining the information to finally be able to recall, reproduce or apply that information whenever required. It involves acknowledging and recognising the effective patterns, techniques, methods and processes that lead to better attainment of knowledge regarding various complex concepts.
Developing clearer understanding about the concept of metacognition may help the learners to understand their own unique learning patterns and eventually better them. It plays a critical role in optimising the learning process.
Over the span of years, research in educational psychology has crescively emphasised the significance of metacognition in proving learning outcomes. This article explores the theoretical foundations of metacognition, discussing its definition common theoretical underpinnings including its components an its practical implications for improving educational outcomes. It highlights strategies for fostering metacognitive skills in learners and discusses how these skills contribute to deeper understanding and better performance across various educational contexts.
Keywords Metacognition, Cognition, Self-regulation, Learning process.
Field Sociology > Education
Published In Volume 7, Issue 2, March-April 2025
Published On 2025-04-07
DOI https://doi.org/10.36948/ijfmr.2025.v07i02.40426
Short DOI https://doi.org/g9dnbr
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