he educational goal was not simply to make children think about their own thinking but, instead, to use metacognitive knowledge to guide the plans they make, the strategies they select, and the interpretations of their performance so that awareness leads to effective problem-solving

to understand knowledge and learning, we must better understand the importance of contexts, social relationships, collaboration, and cooperation. Self-regulated learning does not mean that knowledge and learning exists solely in the mind of an individual. Rather, self-regulated learning recognizes that individuals have some control over their own learning, across contexts, across relationships, and across situations. We think that teachers who use a psychological lens to analyze students’ strategies, motivation, and attitudes gain deeper understanding about students’ behavior in the classroom which, in turn, allows them to design better instruction that can make learning more meaningful for them.