My Research

Broadly, my research interests include enhancing student success and improving learning outcomes through the integration of self-regulated learning and metacognitive strategies into educational pedagogy. Understanding the importance of these strategies in shaping effective learning, my research seeks to employ their use to help empower students and promote academic success.

Self-regulated learning involves equipping students with the tools to take charge of their own learning process. This encompasses setting goals, planning study routines, monitoring progress, and adapting strategies as needed. By emphasizing self-regulation, my research aims to cultivate students’ autonomy and resilience in their educational journeys.

Metacognitive strategies, on the other hand, incorporate developing students’ awareness and control over their cognitive processes. These include strategies such as self-assessment, reflection, and the ability to adapt learning approaches based on one’s strengths and weaknesses. Merging metacognition into educational contexts can lead to more effective problem-solving skills and deeper comprehension of their own learning.

Furthermore, the intersection of self-regulated learning and metacognition holds immense promise for optimizing educational practices. My research focuses on designing interventions and instructional approaches that equip educators with practical tools to foster these skills in their students. 

Ultimately, my goal is to contribute to the ongoing effort to enhance student success by equipping students with the essential skills and strategies needed to excel academically and beyond. My hope is that my research will inform best practices that will impact the classroom and educational policy.