The (Un)Conscious Learner: How Meta‐Awareness Influences Self‐Regulated Learning and Mitigates Task‐Unrelated Thoughts

This theoretical article examines the relationship between self-regulated learning and task-unrelated thoughts (TUTs) through the lens of metacognition. Grounded in Winne's COPES (conditions, operations, products, evaluations, and standards) model of self-regulated learning, we propose an interaction model emphasizing metacognitive monitoring and control. This model suggests the metacognitive cycle inherent to self-regulated learning can increase meta-awareness and mitigate prolonged experiences of TUTs. Learners can potentially redirect their focus by engaging in iterative cycles of metacognitive monitoring and control when thoughts inevitably drift toward TUTs. Foundational concepts explored include metacognition, meta-awareness, and the COPES facets. By synthesizing theoretical connections, processes are proposed through which learners' self-regulatory capacities may influence TUT experiences via enhanced meta-awareness. This lays the groundwork to guide future inquiries on self-regulation dynamics underlying effective learning. Empirical research is recommended to investigate the viability of this theorized mechanism linking self-regulation processes to experiences of TUT and research agendas following from this theoretical framework are outlined.