Self-regulated Learning at the Junction of Cognition and Motivation

Abstract

Self-regulated learning has emerged as a powerful new learning theory that is able to promote the transfer of knowledge and skills to real-life situations and make students more independent of their teachers in extending and updating their knowledge base. In recent years, many researchers have shown an interest in developing a theory of self-regulated learning. Considerable research has been generated, but the concept is still too broadly defined and its basic foundations remain poorly understood. The purpose of this paper is to examine the theoretical underpinnings of two strongly related aspects of self-regulated learning that have, until recently, been studied in a relatively isolated fashion. The conceptual framework that is presented in this paper highlights the parallel and reciprocal relationships between components of the cognitive and motivational repertoire and centers on three levels of these repertoires: domain-specific knowledge, strategy use, and goals.

Öz-düzenleyici Öğrenme Stratejileri, Epistemolojik İnançlar ve Akademik Benlik Kavramı ile Matematik Başarısı Arasındaki İlişki

“…Başarı ve akademik performansa etki ettiği düşünülen değişkenlerden biri öz-düzenleyici öğrenmedir (Boekaerts, 1996). Öz-düzenleyici öğrenme, bireyin davranışlarını gözleyip, ölçütleriyle karşılaştırarak yargıda bulunması ve gerekiyorsa davranışlarını ölçütlerine uygun hale getirmesidir (Bandura, 1997).…”

“…One of the considered variables that affect academic performance and achievement is selfregulated learning (Boekaerts, 1996). Self-regulated learning is that an individual makes judgement by observation of his behavior and by comparing with his criteria, and individual behavior, if necessary, fit his criteria (Bandura, 1997).…”

The Role of Teachers’ Experiential Learning and Reflection for Enhanching their Autonomous Personal and Professional Development

“…This implies that to learn and develop, teachers need inner drive. Self-regulated learners possess self-awareness, motivation and meta-cognition on what they need or should attain (Boekaerts, 1996). There are several elements which support the construct of self-regulated learning: self-efficacy, willingness to practice, commitment, time management, meta-cognitive awareness, and efficient strategy (Boekaerts, 1996).…”

“…In their self-regulated learning, it is not sufficient for A model of teacher change (Guskey, 2002, p. 383) jsh Jurnal Sosial Humaniora, Vol 8 No.1, Juni 2015 teachers to only perform routine work, but they should challenge their own selves to increase their competency and acquire higher knowledge. Teachers should not always do the same thing ("on the-road-to-automaticity") but they should try different learning and (Boekaerts, 1996). To grow, teachers should be adaptive learners ( …teachers must become "adaptive experts" (Hatano & Inagaki, 1986;Bransford, Brown & Cocking, 1999) who cannot only use routines that afford greater efficiency, but also their ability to innovate where routines are not enough-to figure out what the problems are when the students are not learning and to adapt materials, teaching strategies or supports accordingly.…”

“…Self-regulated learners possess self-awareness, motivation and meta-cognition on what they need or should attain (Boekaerts, 1996). There are several elements which support the construct of self-regulated learning: self-efficacy, willingness to practice, commitment, time management, meta-cognitive awareness, and efficient strategy (Boekaerts, 1996). In their self-regulated learning, it is not sufficient for A model of teacher change (Guskey, 2002, p. 383) jsh Jurnal Sosial Humaniora, Vol 8 No.1, Juni 2015 teachers to only perform routine work, but they should challenge their own selves to increase their competency and acquire higher knowledge.…”