Learning and teaching in Higher Education: self- and social regulation, metacognition, and affect

This theme spotlights research that investigates learning in higher education, with a focus on the development of students’ self-regulation, metacognition, and affect—individually and in groups. Our investigations of students’ learning take a sociocognitive perspective, meaning that we endeavor to study leaning dynamics in context and examine cognitive development, personal experiences (emic perspective), and social dynamics in combination to pedagogical approaches and/or course and design. This focus often leads us to adopt qualitative methodologies such as case studies, ethnography, grounded theory, and phenomenography, although we do not shy away from mixed methods and empirical designs.