What does self-regulation in metacognition specifically help learners to achieve?

Self-regulation in metacognition is a crucial aspect of how learners approach their own thinking and learning processes. It involves the ability to monitor one's own understanding and proficiency in various subjects and to make necessary adjustments to learning strategies as needed. This means that learners can recognize when they do not understand a concept well or when a particular study method is ineffective.

By actively engaging in self-regulation, learners can evaluate their current level of comprehension and determine what steps to take next—whether that involves seeking additional resources, changing their study environment, or altering their approaches to problem-solving. This level of awareness and adaptability promotes deeper learning and enhances overall academic performance.

Other options, while related to learning, do not encapsulate the essence of what self-regulation in metacognition specifically supports. For instance, avoiding distractions or finishing assignments on time may stem from good time management or discipline but are not the primary focus of metacognitive self-regulation. Focusing only on subjects that a learner enjoys does not contribute to a comprehensive learning experience, as it may lead to gaps in knowledge and skills across different areas.