Research article | Open Access
International Journal on New Trends in Education and Their Implications 2026, Vol. 17(1) 1-20
The Effect of Online Self-Regulated Learning Process on Performance and Metacognitive Judgments
pp. 1 - 20
Publish Date: June 28, 2026 | Single/Total View: 0/0 | Single/Total Download: 0/0
Abstract
Metacognitive judgment enables individuals to evaluate their cognitive processes and is used to measure the outcomes of metacognitive monitoring. Research indicates that learners with monitoring difficulties tend to exhibit overconfidence, failing to correct inaccuracies in their knowledge, which negatively affects their performance. On the other hand, self-regulated learning is known to have lasting and positive effects on metacognitive skills. This study explores the impact of an online self-regulated learning process on students' performance and metacognitive assessments, including bias and absolute accuracy. Conducted using an explanatory sequential mixed-methods design, the study employs quantitative methods to analyze students' exam performance and metacognitive judgments, while qualitative methods are used to gain insights into students' experiences. The participants consist of 48 university students enrolled in an Instructional Design course. Data collection instruments include an achievement test, a metacognitive judgment test, interviews, self-regulated learning documents, project reports, and peer assessment forms. The findings indicate that online self-regulated learning positively influences students' performance and metacognitive assessments. Based on student feedback, the online self-regulated learning process was found to support cognitive and metacognitive skills such as planning, recognizing learning gaps, adjusting strategies based on feedback, tracking progress, and self-evaluation.
Keywords: Metacognitive judgment, self-regulation, self-regulated learning, overconfidence
APA 7th edition
CEVIK, Y.D., Donmez, F.C., & Bolat, F.N. (2026). The Effect of Online Self-Regulated Learning Process on Performance and Metacognitive Judgments. International Journal on New Trends in Education and Their Implications, 17(1), 1-20.
Harvard
CEVIK, Y., Donmez, F. and Bolat, F. (2026). The Effect of Online Self-Regulated Learning Process on Performance and Metacognitive Judgments. International Journal on New Trends in Education and Their Implications, 17(1), pp. 1-20.
Chicago 16th edition
CEVIK, Yasemin Demiraslan, Fatma Cagla Donmez and Fatma Nur Bolat (2026). "The Effect of Online Self-Regulated Learning Process on Performance and Metacognitive Judgments". International Journal on New Trends in Education and Their Implications 17 (1):1-20.
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