Self-regulated learning relies on metacognitive judgments to identify and address differences between intended and observed knowledge levels.
An is a isomechanism paradigm for comprehending people's metacognitive judgments and their ramifications for theoretical and applied research People frequently reflect on their ideas and actions, for example, while assessing how well they are accomplishing a task or the caliber of their thought processes and final results. These assessments must be accurate since making poor decisions or non-optimal choices might result from incorrectly assessing a task's progress or the quality of a decision.
Our approach for metacognitive regulation centers on planning, observing, managing, and assessing: Setting task goals, breaking down more complicated activities into simpler ones, and forecasting task results are all components of metacognitive planning.
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