9.34 Metacognition is an important subprocess of self-regulation but solely insufficient for successful self-regulation.
9.35 Metacognition and self-regulation’s main interaction is control, monitoring and regulation of strategies to meet task demands and goals. (HOA.41)
9.36 Self-regulation involves planning, organising, self-instruction, self-monitoring and self-evaluation. (HOA.42)
9.37 Self-regulated learners are highly metacognitive, motivated, goal orientated and behaviourally committed, independent and active learners. (HOA.43)
9.38 Self-regulated learners are aware of their knowledge, beliefs and volition. (HOA.44)
9.39 Self-regulation involves self-efficacy and personal agency. (HOA.45)
9.40 Self-regulated learners self-initiate strategies and monitor and control them and their motivation to address task demands and attain desired goals. (HOA.46)
9.41 Personal expectations of achievement and attainment facilitate the development of self-regulation.
9.42 Perception of self-regulation ability is influenced by internal and external comparisons and self-competence beliefs.
9.43 Internal verbalisation can include personal beliefs and influences the development of self-regulation.
9.44 Self-awareness, self-judgments, self-concept, self-efficacy and self-doubt affect self-regulation and can influence problem solving especially in complex problems.
See other related assertions on page 191 in the book The Taxonomy of Metacognition.