Introduction: Metacognition, More than the Lognes Monster?

Annemie DESOETE, Gökhan ÖZSOY


Metacognition is one of the promising contemporary research fields in psychology and education. The concept has been introduced to describe and explain how people gain control over their learning and thinking, particularly in the case of cognitive failures and difficulties they meet when dealing with information processing and problem solving (Efklides & Sideridis, 2009; Flavell, 1976). However, although every one agrees that there has to be something as ‘metacognition’ (like the lognes monster?), no one agrees as to what exactly metacognition is about. In addition researchers currently use different concepts for overlapping phenomena (Desoete, 2007; 2008; Desoete & Roeyers, 2006; Desoete & Veenman, 2006). Is self-regulation the same as metacognitive skills? How does calibration fit in?


Special Issue Introduction, Metacognition

Paper Details

Paper Details
Topic Elementary Education
Pages 1 - 6
Issue IEJEE, Volume 2, Issue 1, Special Issue Metacognition
Date of acceptance 01 October 2009
Read (times) 482
Downloaded (times) 246

Author(s) Details


Ghent University, Arteveldehogeschool, Sig, Belgium, Belgium

Gökhan ÖZSOY

Aksaray University, Turkey


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