Perception as Reality

Abstract

Self-regulated learning (SRL) is a well-known concept within the field of online learning; however, tracking, interpreting, and scaffolding effective SRL strategies can be challenging. SRL encompasses complex and dynamic processes involved in monitoring and controlling the cognitive, motivational, and behavioral components of learning. Such processes include task interpretation, application of knowledge and strategies to solving that task, and monitoring the relative success of implementing a particular strategy. Metacognitive monitoring is a critical component of effective implementation of SRL. Without accurate monitoring, a learner doesn't have adequate information to know whether and how to adjust their learning choices. This chapter discusses two studies that explore how feedback valence influences learners' metacognitive perceptions of their performance and how those (mis)perceptions impact both their expectations for future success as well as SRL choices for a subsequent task.