Diverse educational contexts and research on metacognition and motivation to enhance self-directed learning

Volume editor

Bernadette Geduld

Volume editor

Byron J Bunt

Volume editor

Divan Jagals

Synopsis

This scholarly book explores the latest education research on metacognition and self-directed learning, providing practical insights for educators and students. As the thirteenth volume in the NWU Self-Directed Learning Series, it focuses on developing metacognitive skills to enhance self-regulation, motivation, and independent thinking – key competencies for success in the 21st century.

Metacognition plays a vital role in learning, helping students plan, evaluate, and self-assess their progress. Research shows that students with strong metacognitive strategies achieve better learning outcomes, apply knowledge effectively, and persist through academic challenges.

This book offers evidence-based teaching strategies to support the development of self-regulated learning and motivation in diverse educational settings. It examines teaching behaviour and instructional methods that foster metacognitive growth in both basic and higher education. With a particular focus on the South African education landscape, it extends research in cognitive, developmental, and applied psychology.

Researchers and educators will find practical approaches for integrating metacognition into various disciplines, making this book a valuable resource for both undergraduate and graduate education programmes.

Chapters

Foreword

Mncedisi Maphalala
Preface

Bernadette Geduld, Byron J Bunt, Divan Jagals
Chapter 1
Metacognition: The cognitive-affective architecture of self-directed learning

Divan Jagals
Chapter 2
The Thinking Hats teaching strategy: Potential benefits to advance metacognitive self-directed learning

Gideon Petrus van Tonder, Mary M Grosser, Nicolaas van Deventer, Byron J Bunt
Chapter 3
Mathematical noticing in pre-service teacher education: Affordances for metacognition

Annalie Roux, Magda Kloppers
Chapter 4
Metacognitive reflection based on a selection of history game genres to develop self-directed learning

Byron J Bunt, Lance R Bunt, Michael Stack
Chapter 5
Modelling metacognitive monitoring skills and self-regulated learning: Teacher experiences in selected secondary schools

Vanishree Ragvan, Bernadette Geduld
Chapter 6
Exploring metacognition and motivation in classroom environments for successful learning in accounting

Alviné Petzer
Chapter 7
Problem-centred mathematics learning in Grade 2: Enhancing metacognitive thinking

Lineke Potgieter, Corné Kruger, Dorothy Laubscher, Byron J Bunt
Chapter 8
Grade 7 mathematics learners’ metacognitive thinking in problem-based tasks

Sylvia Kashango, Marietjie Havenga, Tertia Jordaan
Chapter 9
Developing learners’ algebraic thinking through metacognitive strategies and mathematical language

Mariliza Pieters, Annalie Roux, Tertia Jordaan
Chapter 10
Proposing a model for analysing the relationship between metacognitive awareness and worldview as mediating constructs of self-directed learning

Christine-Marie van der Westhuizen, Divan Jagals, Marisa (MC) Verster