Metacognition and Self-Regulated Learning Among Adult Learners

Abstract Book of the 8th International Conference on Applied Research in Education

Year: 2026

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Metacognition and Self-Regulated Learning Among Adult Learners

Gnanaseharan Selliah

ABSTRACT:

Metacognition and self-regulated learning (SRL) are vital components of effective adult learning, but their application is still not fully understood in different contemporary learning environments. This study investigates the development and application of metacognitive strategies by adult learners in formal, non-formal, and workplace education contexts, and how these strategies impact persistence, achievement, and learner autonomy. The research uses a mixture of methods, combining survey responses with data from in-depth interviews and reflective learning journals. Quantitative findings reveal distinctive patterns of metacognitive awareness and SRL behaviors, while qualitative analyses highlight learners’ thought processes, motivational barriers, and use of adaptive strategies. Results show that adult learners who routinely engage in metacognitive monitoring, goal-setting, planning, and self-evaluation demonstrate greater persistence and adaptability, particularly in online and hybrid settings. However, many participants report limited exposure to explicit instruction in metacognitive strategies, signaling a persistent gap in adult education practice. The study recommends embedding structured reflective activities, strategy modeling, and metacognitive prompts within adult education curricula to strengthen learners’ self-regulation. Implications for practitioners include designing learning experiences that make metacognition visible, offer continuous feedback, and support the transfer of strategies across learning contexts, while policymakers are encouraged to integrate metacognitive skill development into national lifelong learning frameworks. In conclusion, fostering metacognition and SRL among adult learners can significantly enhance learning outcomes, autonomy, and resilience. In a rapidly changing world, navigating the demands of lifelong learning requires these competencies.

Keywords: Metacognition, Self-Regulated Learning, Adult Education, Learner Autonomy, Lifelong Learning