A METACOGNITIVE VIEW OF INDIVIDUAL-DIFFERENCES IN SELF-REGULATED LEARNING

Metacognition's roles in self-regulation of cognitive tactics and stra tegies is explored in relation to five sites where individual differen ce factors are likely to be observed and affect performance: domain kn owledge, knowledge of tactics and strategies, performance of tactics a nd strategies, regulation of tactics and strategies, and global dispos itions. Though the current literature is sparse, tentative hypotheses about kinds of individual differences and their impact are proposed. D irections for future research are noted concerning the need for more s ophisticated metacognitively-based models of SRL as a complex collecti on of individual differences, and some suggestions are made about meth odologies for investigating complex, metacognitively regulated approac hes to learning.