Mastering Science With Metacognitive & Self-Regulatory Strategies

In pedagogical fields, there has been increased attention in helping students flourish in science-related occupations. This book centers on metacognitive and self-regulatory practices as predictors of academic achievement. The purpose of Mastering Science with Metacognitive and Self-Regulatory A Teacher-Researcher Dialogue of Practical Applications for Adolescents is to provide information on both theoretical and practical understandings of the connection between metacognition, self-regulation, and academic performance. Self-regulation centers on an individual’s behavior to accomplish a specific task through planning, monitoring, and self-reflecting in academic tasks. Based on social cognitive theory, there are three main aspects of a) the triadic social cognitive model, b) the multilevel training model, and c) the cyclical self-regulatory feedback loop model. In addition, metacognitive awareness is essential in these processes with the end goal of height