[en] Background. Numerous students are having school difficulties linked to the way they learn. Some people speak of a “metacognitive deficit”. We refer to a “sleeping potential” instead. Be it psychologists, teachers or parents, all wish to develop their skills in order to help these students. This is the case in primary and secondary school. The EDUCA + project is intended to provide possible solutions. Purpose. The aim of this paper is to present a metacognitive and cognitive theory of learning to learn, which will (a) explain why numerous students are having school difficulties, and (b) predict the success of the EDUCA + project.
Research Center/Unit :
Unité de Psychologie Scolaire, ULiège
Disciplines :
Theoretical & cognitive psychology
Author, co-author :
Frenkel, Stéphanie ; Université de Liège - ULiège > Département de Psychologie : cognition et comportement > Psychologie scolaire
Language :
English
Title :
Metacognitive components in learning to learn approaches
Alternative titles :
[fr] Les composants de la métacognition dans les approches "Apprendre à Apprendre"
Publication date :
December 2014
Journal title :
International Journal of Psychology: A Biopsychosocial Approach
ISSN :
1941-7233
eISSN :
2345-024X
Publisher :
UNK Department of Counseling and School Psychology, Kaunas, Lithuania VMU General Psychology Department, Kaunas, Lithuania
Volume :
14
Pages :
95-112
Peer reviewed :
Peer Reviewed verified by ORBi
Name of the research project :
EDUCA +
Funders :
Service public de Wallonie : Direction générale opérationnelle de l'économie, de l'emploi et de la recherche - DG06
