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1、EducPsycholRev(2006)18:287–291DOI10.1007/s10648-006-9021-4ORIGINALARTICLEMetacognitiveExperiences:TheMissingLinkintheSelf-RegulatedLearningProcessARejoindertoAinleyandPatrickAnastasiaEfklidesPublishedonline:19September2006#SpringerScience+BusinessMedia,Inc.2006AbstractThemeasurementofonlineself-r
2、egulationprocessesisaveryimportantissueandinthisrejoindertoAinleyandPatrick(thisissue)Iamarguingthatincludingmeasuresofmetacognitiveexperiences,inconjunctionwithmeasuresofotheraffectiveexperiences,invariousphasesoftaskprocessingcanincreasethereliabilityandvalidityofonlinemeasuresandourunderstandi
3、ngoftheself-regulationprocess.Furthermore,behavioralandperformancemeasuresaswellasthinkingaloudprotocolscanenrichnotonlythereliabilityandvalidityofourmeasuresbutalsoourawarenessofthefactorsinvolvedintheformationofthevariousfacetsofsubjectiveexperiences,beitaffectiveormetacognitive.KeywordsMeasure
4、ment.Metacognitiveexperiences.Self-regulationIntroductionThemeasurementofself-regulationprocessisahighlychallengingissueandhasattractedtheattentionofresearchersonself-regulationperse(Kuhl&Fuhrmann,1998)aswellasresearchersworkingonprocessesinvolvedinself-regulatedlearning,suchasmetacognition(Efkli
5、des,2002a;Schraw&Impara,2000).ThecontributionofthearticlebyAinleyandPatrick(thisissue)liesinthediscussionofmeasuresthatcaptureonlinechangesoftask-specificself-regulationprocesses.Theauthorsfocusonthemeasurementofinterestthroughthe“BetweentheLines”software(seeAinley,Hidi,&Berndorff,2002).Asbasisof
6、theirargumentstheystatethefindingsofonestudythattrackedtheeffectsofstudents’goalorientationsoninterestinpredeterminedpointsoftaskprocessing.Thesepoints,whichcorrespondtodifferentphasesofself-regulatedlearning,arethefollowing:(a)forethought,i.e.,beforestartingtheprocessingofthetask;(b)on-taskproce
7、sses,i.e.,duringtheprocessingofthetask;(c)reactionandreflection,i.e.,aftertheprocessingofthetask.Inwhatfollows,Iwillarguethatthemicro-levelapproachadoptedbyAinleyandPatrick(thisissue)isaveryusefulone,withconsiderablepr
