Metacognition and Self-Regulation in James, Piaget, and Vygotsky
Emily Fox; Michelle Riconscente
Educational Psychology Review 20(4): 373-389
ISSN/ISBN: 1040-726X DOI: 10.1007/s10648-008-9079-2
This article investigates the intertwined constructs of metacognition and self-regulation as they emerge in the works and theories of James, Piaget, and Vygotsky. To coordinate this exploration, we use an interpretive framework based on the relation of subject and object. In this framework, James's perspective on metacognition and self-regulation is aligned with the Self, Piaget's with the other and object, and Vygotsky's with the medium or agency of language.