Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students

Boekaerts, Monique

doi:10.1016/s0959-4752(96)00015-1

Cited by 795 publications

(531 citation statements)

References 38 publications

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“…Boekaerts (1997Boekaerts ( , 1999Boekaerts and Corno 2005;Boekaerts and Cascallar 2006), Winne (2005Winne ( , 2010Winne ( , 2014Winne and Baker 2013;Winne et al 2011) and others Bannert et al 2013;Kinnebrew et al 2013a, b;Wirth and Leutner 2008) have periodically assessed the degree to which refinements in theory have led researchers to examine SRL phenomena with greater specificity, and how new research methods might afford new opportunities for further theoretical refinement. Like the authors of these reviews, we contend that statistical methodologies required to test theorized relationships among SRL processes have been available to sufficiently skilled researchers for many years.…”

Section: Methodology and Design Choicesmentioning

confidence: 99%

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Ben-Eliyahu

Bernacki

2015

Metacognition Learning

150

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Section: Methodology and Design Choicesmentioning

confidence: 99%

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Ben-Eliyahu

Bernacki

2015

Metacognition Learning

150

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“…These strategies can be categorised in many ways according to various taxonomies and classifications (e.g., references 5-7). Boekaerts, 8 for example, argued for three types of learning strategies: (1) cognitive strategies such as elaboration, to deepen the understanding of the domain studied; (2) metacognitive strategies such as planning, to regulate the learning process; and (3) motivational strategies such as self-efficacy, to motivate oneself to engage in learning. Given the advent of newer ways to access information (e.g., the internet) and the mountain of information now at students' fingertips, it is appropriate that Dignath, Buettner and Langfeldt 9 added a fourth category-management strategies such as finding, navigating, and evaluating resources.…”

mentioning

confidence: 99%

Learning strategies: a synthesis and conceptual model

2016

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The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research. There has been a long debate about the purpose of schooling. These debates include claims that schooling is about passing on core notions of humanity and civilisation (or at least one's own society's view of these matters). They include claims that schooling should prepare students to live pragmatically and immediately in their current environment, should prepare students for the work force, should equip students to live independently, to participate in the life of their community, to learn to 'give back', to develop personal growth. 1 In the past 30 years, however, the emphasis in many western systems of education has been more on enhancing academic achievement-in domains such as reading, mathematics, and science-as the primary purpose of schooling. 2 Such an emphasis has led to curricula being increasingly based on achievement in a few privileged domains, and 'great' students are deemed those who attain high levels of proficiency in these narrow domains.This has led to many countries aiming to be in the top echelon of worldwide achievement measures in a narrow range of subjects; for example, achievement measures such as PISA (tests of 15-year olds in mathematics, reading and science, across 65 countries in 2012) or PIRLS (Year-5 tests of mathematics, reading and science, across 57 countries in 2011). Indeed, within most school systems there is a plethora of achievement tests; many countries have introduced accountability pressures based on high levels of testing of achievement; and communities typically value high achievement or levels of knowledge. 3 The mantra underpinning these claims has been cast in terms of what students know and are able to do; the curriculum is compartmentalised into various disciplines of achievement; and students, teachers, parents and policy makers talk in terms of success in these achievement domains.Despite the recent emphasis on achievement, the day-to-day focus of schools has always been on learning-how to know, how to know more efficiently a...

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“…To promote self-regulated learning (SRL) in classrooms, teachers must teach students the self-regulated strategies that facilitate the learning process. Depending on a combination of commonly used taxonomies and classifications, Many researchers and theoreticians (e.g., Dignath, Büttner, & Langfeldt 2008;Mayer, 2008;Pressley, 2002;Boekaerts, 1997;Weinstein & Mayer, 1986) have introduced four main categories of selfregulated strategies: a) Cognitive strategies: they are categorized into repetition strategies, elaboration strategies, organizational strategies, and problem-solving strategies. Firstly, rehearsal or repetition strategies help the learners to store information in the memory by repeating the material.…”

Section: Phases Of Self Regulationmentioning

confidence: 99%

Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

El-Sakka¹

2016

ELT

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The aim of this study was to investigate the effect of teaching some self-regulated strategies to Egyptian university students on improving their speaking proficiency and reducing their speaking anxiety. The design of the study was a one group pre-posttest quasi experimental design. Forty 3 rd -year EFL university students were selected to form the experimental group of the study. This experimental group was tested using the pre-post speaking test and speaking anxiety scale before and after being exposed to the self-regulated strategy treatment. The experiment lasted for three months during the first term of 2015-2016 academic year. Paired-samples t-test revealed significant differences between the pre-test and posttest of speaking proficiency as well as speaking anxiety in favor of the posttests. Additionally, a negative correlation was shown between speaking proficiency and speaking anxiety. It was concluded that teaching self-regulated strategies to university students was effective in developing their speaking proficiency and reducing their anxiety considerably.

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Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students

Cited by 795 publications

References 38 publications

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

Learning strategies: a synthesis and conceptual model

Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

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