Definition of Key Terms
Metacognition
The simple definition of metacognition is thinking about thinking. According to The
Literacy Dictionary, “metacognition is the awareness and knowledge of one’s mental
processes such that one can monitor, regulate, and direct them to a desired end; self-
mediation” (Harris & Hodges, 1995, p. 153). In an article that defines metacognition in the
context of adult learners and learning, Theo Dawson (2008) explained that, “Metacognitive
skills are usually conceptualized as an interrelated set of competencies for learning and
thinking and include many of the skills required for active learning, critical thinking,
reflective judgment, problem solving, and decision-making” (p. 3). She goes on to say that
adults who have well-developed metacognitive skills are better able to make decisions,
solve problems, and think critically. They are more motivated to learn, and they are better
able to regulate their emotions and cope with conflict (Dawson, 2008, p. 3). This is
because they are using a metacognitive regulatory system that incorporates knowledge,
experiences, goals, and strategies to be successful (Dawson, 2008, p. 3).
Self-Regulation and Self-Regulated Strategy Development
According to The Literacy Dictionary, self-regulation is a “sub-principle of
equilibration that refers to the active tendency to keep things in balance biologically and
through cognitive operations; autoregulation” (Harris & Hodges, 1995, p. 229). In simpler
language, the term “self-regulation” refers to self-generated thoughts, feelings, and
actions that students use in goal attainment. Strategies of self-regulation include setting
goals, choosing strategies aligned with particular tasks, generating self-instructions for
task completion, managing of time, purposefully designing productive settings, monitoring
progress, and seeking help and monitoring self-progress (Helsel & Greenberg, 2007). The
self-regulated strategy development model combines self-regulation with strategy
instruction for a variety of writing tasks and seeks to help students learn higher-level
cognitive processes as well as increase characteristics of good writing such as organization
and adequate detail. It also seeks to help students form positive attitudes about writing.
There are five components that are essential to SRSD instruction: collaborative learning,
explicit instruction of strategies, individualization of instruction, and criteria-based
instruction that is recursive. The final component relies upon the idea that SRSD is
perceived by the students and the teacher as an ongoing process . As new strategies are
taught, previous strategies are reviewed and refined.
Freewriting
In the context of this research, freewriting was used as a way to stimulate student thought
about particular subjects. Freewriting is defined as writing continuously without concern
for form or structure. Its intent is to help the writer get all ideas onto the page by freeing
the mind from the grip of doubt and the internal editor which can block. Peter Elbow
(2007)puts it this way:
“The essential core of freewriting is the act of producing unplanned language and
unplanned thinking. For if you have to go fast, you haven’t got time to plan. The
precious product, the berry, the fruit, or whatever of freewriting is this funny act of
non-planned language and non-planned thinking. Which is of course why it makes a
mess. But for some reason-and I’m not really sure why-it also leads to a lot of good
stuff” (Elbow as cited in Mahon & Pogell, 2007).
