Workshop lors de la conférence EARLI SIG 16

Self-Regulated Learning (SRL) and metacognition are closely related and interdependent families of processes (Winne & Hadwin, 1998; Efklides, 2011). Accessing these processes remains challenging because the measurement tools are not always suited to the ages of interest, the cognitive task being studied, or available and validated in multiple languages. Cognitive and metacognitive strategies are core mechanisms in both SRL and metacognition. In the SRL framework, they allow to take numerous actions intended to achieve the learning goal. In the metacognition framework, they allow to regulate and monitor cognition through anticipation, planification, and continuous control. Numerous strategies have been explored by self-reported or hetero-reported measurements like questionnaires, interviews, problem-solving or learning situations, and much is known on developmental, as well as differential, determinants of strategy use. Yet, the way strategies should be best measured is still under debate, some researchers appealing for objective but hard-to-obtain, direct and independent measures; when others use indirect, easier to obtain, but less objective ones. Indeed, if both kinds of measures may provide interesting information about the strategies used, even more objective measures seem preferable for scientific reliability.
In this vein, this workshop aims to put several measures of SRL and metacognition into a common pot to review all of them critically one by one, asking two questions for each measure: does it allow for objectively measuring cognitive and/or metacognitive strategy? can its level of objectivity be enhanced?