Action Control: Ability to control action (e.g. motivation, concentration) that help an individual self-regulate.

Cognitive Modeling: Procedure for developing students' performance that involves giving a rationale for the performance, demonstrating the performance, and providing opportunity of practice.

Cognitive Processing: A term used to describe thinking and applying knowledge.

Collaborative learning: sharing and learning knowledge through peers/groups.

Critical Thinking: A type a reflective thinking consisting of weighing, evaluating and understanding information.

Forethought Phase: Strategies taking place before learning. Self-assessment, goal setting and strategic planning.

Metacognition: Thinking about thinking; awareness and understanding of one's thought processes.

Metacognitive Knowledge: Declarative knowledge such as language and memory.

Metacognitive experiences: What the person is aware of and what she or he feels when coming across a task and processing information related to it.

Metacognitive skills: Deliberate use of strategies (i.e. Procedural knowledge) in order to control cognition.

Motivation: Behaviours and thoughts that drive individuals to perform.

Performance Phase: Strategies taking place during learning. Strategy implementation, and strategy monitoring.

Purpose of Engagement: The self-process, the purpose, and the possible actions that are relevant in a specific situation.

Relativist: Knowledge is flexible and changeable. It can be questioned.

Self-Efficacy: How the individual perceives own abilities and the level of confidence for achieving goals from the perceived abilities

Self-Evaluation: Evaluating self, according to a standard

Self-Regulated Action: The means by which regulation is conducted.

Self-Regulated Learning: Ability to control and explicitly understand all aspects of one's learning.

Self-Regulated Phase: Strategies after learning has taken place. Evaluation.

 

 (Adapted from Wikibooks, 2016)