Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model
2011/01/24 by Anastasia Efklides · 1,148 citations
Neuroscience · Psychology · #Affect (linguistics) #Cognition #Cognitive psychology #Communication #Educational Strategies and Epistemologies #Innovative Teaching and Learning Methods #Metacognition #Motivation and Self-Concept in Sports #Neuroscience #Psychology
paper · doi:10.1080/00461520.2011.538645
published in Educational Psychologist 46(1), 6-25 (Routledge)
openalex publication_date 2011/01/24 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05
Abstract
Metacognition, motivation, and affect are components of self-regulated learning (SRL) that interact. The “metacognitive and affective model of self-regulated learning” (the MASRL model) distinguishes two levels of functioning in SRL, namely, the Person level and the Task × Person level. At the Person level interactions between trait-like characteristics such as cognitive ability, metacognitive knowledge and skills, self-concept, perceptions of control, attitudes, emotions, and motivation in the form of expectancy-value beliefs and achievement goal orientations are hypothesized. These person characteristics guide top-down self-regulation. At the Task × Person level, that is, the level at which SRL events take place, metacognitive experiences, such as feeling of difficulty, and online affective states play a major role in task motivation and bottom-up self-regulation. Reciprocal relations between the two levels of functioning in SRL are also posited. The implications of the MASRL model for research and theory are discussed.
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