Author(s)

Angelina MacKewn¹, Thomas Depriest², Brian Donavant³

¹Department of Psychology, University of Tennessee at Martin, Martin, USA.
²Department of Agriculture, Geosciences, and Natural Resources, University of Tennessee at Martin, Martin, USA.
³Department of Behavioral Sciences, University of Tennessee at Martin, Martin, USA.

The relationship between metacognitive knowledge, metacognitive regulation, depth of studying, and academic success was examined in university undergraduates. Further, age differences in these variables were compared between preadults (up to age 24) and adults (25 and older). Metacognitive regulation was found to be positively correlated with metacognitive knowledge, deep and strategic study habits, but no relationship was found between study habits or metacognition and GPA. Adults scored higher on all metacognitive knowledge subscales and the overall knowledge score, and all but the planning metacognitive regulation subscale. Explanations and application of findings are discussed.

Metacognition, Metacognitive Knowledge, Metacognitive Regulation, Directed Learning

MacKewn, A. , Depriest, T. and Donavant, B. (2022) Metacognitive Knowledge, Regulation, and Study Habits. Psychology, 13, 1811-1821. doi: 10.4236/psych.2022.1312112.