The paper aims to discuss metacognitive regulation strategies in higher education. The research grounding this article was based on a qualitative research strategy, blending in-depth interviews and reflective diaries. The results of the research revealed the presence of both internal and external regulation strategies, with the prevalence of external regulation. Furthermore, lack of regulation is also possible for students with negative learning patterns. The results of the study are largely discussed and a suite of metacognitive phenomena are described. The final section of the paper provides further research directions.
Key words: academic learning, cognitive processing, metacognitive regulation, self-regulated learning