Metacognition and self-regulation are two concepts that have been incorporated into psychological and educational vocabulary in recent years on an international level. This book thoroughly examines both concepts.

In particular, it aims to show, to the extent that they have been revealed to us by previous research, the nature and mechanism of metacognition and self-regulation, where they intersect and how they interact, which other psychological processes they are connected to, and what consequences they have for goal-directed behavior and action, as well as for self-regulated learning and teaching.

In this way, a gap in the existing Greek literature of both cognitive and educational psychology is addressed. The book is a scientific manual aimed at psychologists - researchers, professionals, and psychology students - as well as all specialists who work with children and parents, society, knowledge, the mind and the brain, and consciousness.

However, it is also directed towards a broad category of scientists, such as educators at all levels and those involved in educational policy. At the same time, it covers topics of interest to those who wish to delve into human behavior and action.