Research Supervisor Connect
Helping students to develop the skills and strategies needed to learn is a crucial goal of educational psychology. This project seeks to better understand aspects of self-regulated learning and the psychological process involved in regulating one’s learning. The studies within this project can explore a wide range of psychological factors involved in self-regulated learning, including emotion regulation abilities, metacognitive skills, and knowledge and beliefs about oneself.
Self-regulated learning is an umbrella term that refers to a wide range of behaviours and capacities involved in regulated one’s learning. An educational psychology perspective takes a more fine-grained approach to understanding the processes involved in self-regulation and how these processes can be identified, measured, and developed. This project will approach the study of self-regulated learning from multiple perspectives including basic laboratory experiments, individual differences perspectives, and applied research in the classroom. The overall goal of this project is to investigate one or more processes involved in self-regulated learning, explore the attributes and antecedents that facilitate this process, and then develop innovative approaches to improving self-regulation.
Dr Double’s research focuses on cognitive and educational psychology. In particular, he researches how people monitor and control their thoughts and emotions to optimise learning.
Project keywords: educational psychology; self-regulated learning; metacognition; learning; classroom; developmental psychology; education
The opportunity ID for this research opportunity is 3557