Interview

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Metacognition and Self-Regulated Learning

Interview

Arnette Person Jr

School of Education, Liberty University

EDUC 776

Dr. Chris Taylor

November 12, 2023

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Abstract

When educators teach, the learners should have a productiveness in transferring understanding

with profuse or bounded resilient thinking using different metacognitive plan of action that

considers their common intellectual/mental capacity. This interview presents possibilities to

investigate how successful learners faithfully organize their studying, keep track of it, learn ways

to refine it, and encourage their determination to understand beyond countless contexts. I will be

interviewing a young lady who works as a Dean of Students in the high school setting. I will be

asking a series of questions to decide what she does not recognize concerning her very own

approaches.

Keywords: thinking, learning, studying, understanding

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Introduction

Self-regulated learning (SRL) inaugurates a crucial accomplishment that allocates the

starting point for lifelong schooling. Also, it is outlined as a vigorous process by which learners

personally initialize sustain encourage cognitions, influence, and behaviors that are

comprehensively aligned toward the acquirement of personal objectives (Theobald, 2021).

Individual learners use diverse approaches to manage their studying, which can be

predominantly concealed as metacognitive strategies or cognitive strategies. I will be

interviewing a twenty-eight-year-old professional who holds the title of Dean of Students in a

high school environment. I selected this young lady because of her degree in Clinical

Psychology. This young lady is also part of my family with the passion to help school-age

students with support and encouragement to better their learning and study habits. Therefore,

making the students better in their learning and understanding of the curriculum content.

Methods

In this interview (sitting at my dining room table) I introduced myself to the interviewee

(my family member) and thanked her for participating in the interview. I made her aware that I

was researching metacognition and self-regulated learning and would be asking her a series of

questions regarding her learning, studying, and retaining information learned and retrieving it at

different times when needed. She agreed and was excited to get started and share the experiences

she has encountered over the years. I want to thank this young lady for taking the time out of her

schedule to do this interview. I will begin the interview and I will not be using this young lady’s

name concerning her privacy.

Interview begins

Interviewer: Ms. P, tell me in your own words, what is thinking?

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Ms. P: Thinking to me is the thought process and understanding of what’s being read. The brain

is homing in on a method, idea, or word to assimilate, retain, and use it at a later time

when needed.

Interviewer: Ms. P, what is learning?

Ms. P: learning to me is obtaining the process of understanding, skills, and values to be able to

apply to everyday life or to teach what was learned.

Interviewer: Okay, I see. Ms. P, when you are/were studying, how do you stay focused? How do

you remember what you studied?

Ms. P: Well, first, I break up large content into smaller digestible pieces to make sure I

understand. Then, I use what I call, memory recall. What I do to remember what I studied

is the use of flashcards with critical thinking to be able to converse the subject questions.

Interviewer: Ms. P, when you read a reading assignment in a book: Is there anything special you

do to get ready to read the assignment?

Ms. P: I use the color-coordinating approach. Highlight the important questions that are being

asked to section out what is needed. Put all necessary materials needed to be prepared for

the assignment.

Interviewer: Great! When you listen to a lecture in class: How do you identify the most

important ideas in the lecture?

Ms. P: I would be very attentive and listen for signals or keywords, definitions, and key terms. I

write down supporting details the professor gives and the conclusion at the end.

Interviewer: One more question Ms. P and this will conclude our interview. Again, I want to

thank you for taking the time to help me with the project.

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Ms. P: It’s my pleasure to help anyone who Is expanding their education and striving to reach the

next level in life.

Interviewer: Lastly Ms. P, when you study for a test: How do you know when you understand

what you are studying?

Ms. P: When I am able to apply which what I am studying and convey it to another who knows

the subject that I’m studying. Also, I will write an explanation to myself and clearly

articulate the subject.

Results

During the interview, I recognized that Ms. P. had some strong study habits, and her self-

regulation was very organized and attention to detail. She showed excitement and control of each

question that was asked. She spoke about several ways she systematically took notes, used

flashcards, and wrote reminders to herself to keep ahead of the curriculum content for quizzes

and tests. She had a plan to strategically achieve her goals by controlling and applying self-

motivation throughout her learning. Ms. P showed a lot of excitement in the interview as to

looked back and the things she went through to come up with a successful plan.

After the interview, Ms. P and I carried on a conversation about how she loved working

with the high school-age students and encouraging them to do their best. She said she noticed

that some of the students she works with (on her caseload) are more attentive in class and grades

are improving a great deal. With all the schooling Ms. P received, she studied. Learned and

applied it to her everyday job and now can pass that knowledge on to the students she works

with. The Bible tells us in 2 Timothy 2:15, “Train up a child in the way he should go: and when

he is old, he will not depart from it.”

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Ms. P displayed complex cognitive processes where she has gone far beyond the content

that she has attained and may have a superior comprehension of that content that she can apply to

her job working with the students at her school. Therefore, using it to take control and establish a

result, or critically access it (Ormrod & Jones, 2023). Ms. P also showed that she can transfer

learning, and use problem-solving abilities, creativity, and thinking (critical).

Conclusion

Processes complex in the management of learning have been investigated for many years

because they influence workplace and educational production. Self-regulated learning is the

centerpiece of numerous investigations in health occupation education and higher learning

worldwide (Bransen et al., 2022). Ms. P exposed her learning and studying habits and used the

transfer-learning approach with her students that on her caseload. With that transfer, she can

encourage the students to change their study habits and be more attentive in class. As their

reward, they have started to change their attitude towards learning, and it has significantly raised

their grades. Nonformal workplace education makes up a sizeable extent of workers' learning.

Nonformal educational occupations such as contemplation or safekeeping up-to-date duplicate

self-regulating learning plans of action that indicate the capability to monitor, balance, and

organize, one’s learning (Kittel & Seufert, 2023).

According to Rhodes (2019), metacognition touches on a set of processes a person uses

in observing continuing cognition to constructively control his or her behavior. Ms. P displayed

metacognition in the interview and is transferring it to the students she works with to help them

succeed in school and help them when they graduate. The encouragement she gives the students

will go a long way beyond high school.

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References

Bransen, D., Govaerts, M. J. B., Panadero, E., Sluijsmans, D. M. A., & Driessen, E. W. (2022).

Putting self‐regulated learning in context: Integrating self‐, co‐, and socially shared

regulation of learning. Medical Education, 56(1), 29-

36. https://doi.org/10.1111/medu.14566

Kittel, A. F. D., & Seufert, T. (2023). It's all metacognitive: The relationship between informal

learning and self-regulated learning in the workplace. PloS One, 18(5), e0286065-

e0286065. https://doi.org/10.1371/journal.pone.0286065

Nelson, T. (2013). King James Study Bible: Second Edition. Thomas Nelson.

Ormrod, J., & Jones, B. (2023). Essentials of Educational Psychology (6th ed).

Rhodes, M. G. (2019). Metacognition. Teaching of Psychology., 46(2), 168–175.

https://doi.org/10.1177/0098628319834381

Theobald, M. (2021). Self-regulated learning training programs enhance university students’

academic performance, self-regulated learning strategies, and motivation: A meta-

analysis. Contemporary Educational Psychology, 66,

101976. https://doi.org/10.1016/j.cedpsych.2021.101976

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