American Educational Research Association

Studying & Self Regulated Learning Special Interest Group

2004 Newsletter

 

 

Contents

 

 

•  Welcome from the SIG Chairs

•  Editor's Message

  2004 SIG Business Meeting and Panel Discussion

•  EARLI Metacognition SIG-Forming Partnerships Worldwide

 

Welcome from the SIG Chairs

 

Patricia Haught (senior co-chair)

Rick King
(junior-co-chair)

 

Welcome to the Self-Regulation in Studying and Learning Special Interest Group (SIG) of the American Education Educational Research Association. Even though we focus on theory development and research in academic studying and self-regulated learning across the life span, this SIG is broad enough to encompass research and practice in the areas of metacognition, motivation, text processing, note taking, test preparation, test taking, graphic organizing, self-monitoring, time management and organization, exam analysis, and writing.

Anyone who is interested in self-regulation is encouraged to join the SIG. Certainly graduate students who are interested in studying and self-regulated learning research will find a great sounding board for their ideas. Practioners add another dimension to our understanding of self-regulation processes and are encouraged to join the SIG. Our current membership includes many of those “pioneers” in the areas of self-regulation including Myron Dembo, Kenneth Kiewra, Dale Schunk, Claire Weinstein, and Barry Zimmerman. We hope that your name will soon be a part of our membership list.

Our conference program chairs have assembled a great schedule of presentations for the annual conference in San Diego . In addition to many great papers, there will be a panel session following our business meeting that includes Barry Zimmerman, Myron Dembo, Christine McCormick, Phil Winne, and Margaret Gredler who will examine “Recent Interventions to Enhance Students' Academic Self-Regulation” by discussing both problems and outcomes. We hope to see you in attendance in San Diego !

Pat Haught
Rick King

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Editor's Message

 

Anastasia Kitsantas

&

Sarah Manlove

 

As the editors of this newsletter we'd like to welcome you to the 2004 issue. Our program chairs Linda Garavalia (senior co-chair) and Bill Lan (junior co-chair) have put together a great program for the 2004 AERA conference in San Diego . Please see the AERA 2004 Session section on this web site for listings . Additionally we'd like to take the opportunity to share with you highlights of Self-Regulation and Metacognition research from the European Association for Research on Learning and Instruction's (EARLI) 2003 conference. We'll also introduce you to EARLI's new Metacognition SIG.

It is our hope that through your support of the activities for our SIG, described here, you will build contacts and research opportunities which will further assist students, teachers and institutions in promoting self-regulated learning and research. Have a great 2004 AERA Conference!

If you have any suggestions for the 2005 Newsletter please don't hesitate to contact us.

Anastasia Kitsantas
and Sarah Manlove

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2004 SIG Meeting & Agenda

 

Don't forget to attend the SIG meeting! It will take place on Thursday, April 15, 2004 (Tax day) from 6:15 PM until 7:45 PM . After a very brief business meeting a panel session entitled “Advances and Issues in Enhancing Students' Academic Self Regulation: Problems and Outcomes” will take place.

Barry Zimmerman is the facilitator for this panel discussion. Other panelists and their topics include:

Myron Dembo & Helena Praks - “Failure to self-regulate: Implications for learning strategies courses”

Christine McCormick – “ Academic Skill Building ”

Phil Winne – “Computerized Technology and Feedback”

Peggy Gredler – “Vygotsky and self-regulation”

This promises to be a very special meeting. Please make plans to attend.

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EARLI Metacognition SIG-Forming Partnerships Worldwide

 

Sarah Manlove & Marcel Veenman

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EARLI Metacognition SIG-Forming Partnerships Worldwide

(Continued)

 

Sarah Manlove & Marcel Veenman

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EARLI Metacognition SIG-Forming Partnerships Worldwide

(Continued)

 

Sarah Manlove & Marcel Veenman

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

EARLI Metacognition SIG-Forming Partnerships Worldwide

(Continued)

 

Sarah Manlove & Marcel Veenman

 

 

 

 

 

 

 

 

 

 

 

 

 

 

In August of 2003, The European Association for Research in Learning and Instruction (EARLI) held their 10 th biennial conference in Padova , Italy . The focus of the conference was Improving Learning and Fostering the Will to Learn, a very appropriate theme from which to launch a new Metacognition SIG. As an American PhD Student studying at the University of Twente in the Netherlands , I attended this meeting and suggested writing an article about it for this newsletter in an effort to assist forming partnerships between EARLI and AERA. I recently discussed the new SIG and it's plans with organizer Dr. Marcel Veenman of Leiden University and the University of Amsterdam , the Netherlands .

Unifying Metacognition Research….

The new SIG began with the recognition that metacognition research within the EARLI conferences was often found in different sessions, symposia and under a diverse range of topics. Dr. Veenman began discussing this with among others, Annemie Desoete (Ghent University, Belgium), Zemira Mezarech (Bar Ilan University, Israel), and Bernadette van Hout-Wolters (University of Amsterdam, the Netherlands), and with enough interest gathered Dr. Veenman applied to EARLI's executive board to organize the new SIG. The hope to build bridges within metacognition research goes beyond the EARLI conference however.

In discussing the future of the SIG, Dr. Veenman expressed the hope that the EARLI metacognition SIG will be a platform where discussion and consensus can be reached on definitions and key concepts associated with metacognition. The proliferation of research on metacognition within the last decade has lead to a wide spectrum of terms, concepts and models which, it can be argued, is suitable for a topic as complex as metacognition. However the need for unifying research and standardizing terms and concepts is also a natural and necessary part of the process of educational research. Thus the idea of unifying metacognitive research is the theme and focus of the SIG's agenda as it launches it's first year.

Current & Future SIG Activities-Surveying the Field

Prior to the 2005 EARLI conference (to be held in Nicosia , Cyprus from 23rd until 27th of August 2005) the SIG has a very full agenda. As a step toward building a network to unify metacognition research a survey has been disseminated to all members of the SIG. This survey asks members to specify their interests, studies, and accomplishments in metacognition research. Eventually the results of this survey will be available as a reference which will assist researchers across the world in seeing what other research is being done within Metacognition. A natural result of this, it is hoped, is the formation of collaborative partnerships for research and discussion. Results from this survey are still being collected.

June 30 th to July 1 st , 2004 will see the 1 st meeting of the SIG in Amsterdam . The SIG plans to meet every year instead of meeting only at the biennial EARLI conference. Details regarding this meeting have been disseminated to our AERA SIG website. The focus of this year's meeting will be for members to determine the future agenda and structure of the SIG, to organize symposia and events for the EARLI 2005 conference (as well as other conferences) and to begin the process of building consensus within Metacognitive research. Proposals for presentations on metacognitive research were accepted until Feb 15 th .

One final plan of the SIG which was discussed is the formation of a new journal specifically for Metacognitive research. Discussions

with publishers are underway, and again the idea is to build a platform for metacognitive research which addresses its specific needs and issues with the aim of cohesion and unification.

Building Partnerships with AERA…

The intent of this article was to begin the process of building partnerships with AERA members and in particular with related special interest groups within AERA. In discussing the possibilities for forming partnerships with Dr. Veenman we discussed several possibilities. Co-hosting conference symposia with AERA SIGs, (particularly at the AERA and EARLI 2005 meetings), making the survey and it's results available for AERA members, and finally making sure AERA members are invited and welcome to participate in the EARLI SIG's activities. It's important to note here that the EARLI SIG, as with AERA and its SIGs, take an international focus. Its membership of approximately 100 researchers comes from countries all over the world.

The possibilities of forming partnerships are not without challenges however. One of the difficulties European researchers have in participating in AERA activities is obtaining timely information. It is hoped that solutions to this can be found so that strong ties can be made across metacognitive research world-wide. In order to assist in the formation of these partnerships below you'll find information and recent publications of key members of the EARLI SIG as well as a listing of their member presentations at AERA 2004.

If you have any interest in what you have seen in this article please don't hesitate to contact either Dr. Marcel Veenman, (contact information below), or Sarah Manlove (manlovesa@edte.utwente.nl).

EARLI Metacognition Key Members, Research Interests and recent publications

Dr. Marcel Veenman, University of Leiden and University of Amsterdam

Email: Veenman@fsw.leidenuniv.nl or Veenman@ilo.uva.nl

Research Interests: Metacognitive skills and their relation with intelligence, domain generality and specificity, developmental issues related to metacognition, and metacognitive assessment.

Recent publications:

Veenman, M. V. J. & Verheij, J. (2003). Identifying technical students at risk: Relating general versus specific metacognitive skills to study success. Learning and Individual Differences , 13 , 259-272 .

Veenman, M. V. J., Wilhelm, P. , & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction , 14 , 89-109.

Dr. Annemie Desoete, Ghent University

Research interests: Metacognitive knowledge and skills during math problem solving.

Recent publication:

Desoete, A., Roeyers, H., & De Cllercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of Educational Research , 95 , 188-200.

Dr. Zemira Mevarech, Bar Ilan University

Research interests: Training of metacognition during math problem solving.

Recent publication:

Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal , 40 , 281-310.

Dr. Bernadette van Hout-Wolters, University of Amsterdam

Research interests: Study skills and study strategies during text reading.

Recent publication:

Broekkamp, H., van Hout-Wolters, B. H. A. M., Rijlaarsdam, G., & van den Berg, H. (2002). Importance in instructional text: Teachers' and students' perceptions of task demands. Journal of Educational Psychology , 94 , 260-271.

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