Metacognitive regulation and in-depth learning. A study on the students preparing to become teachers

AbstractInternationally, various studies have been conducted on the effects of metacognitive intervention on learning approaches. We couldn’t find research on learning and metacognitive development of students preparing to become future educators either in Romania, or abroad. We have elaborated a formative experiment whose aim was to stimulate students’ deep approach to the learning by the constant training of the metacognitive regulation processes. An inter-subjects experimental design was conceived. The formative experiment had the effect of significantly increasing the number of students in the experimental group who approach deep learning and decreasing the number of those who relate to learning superficially. © 2010 Published by Elsevier Ltd. Selection and peer-review under responsibility of Masterprof tea