Self-regulated learning: where we are today

Boekaerts, Monique

doi:10.1016/s0883-0355(99)00014-2

Cited by 889 publications

(552 citation statements)

References 13 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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“…Too often students may know the learning intention, but do not how the teacher is going to judge their performance, or how the teacher knows when or whether students have been successful. 25 The success criteria need to be as clear and specific as possible (at surface, deep, or transfer level) as this enables the Environment Underlying all components in the model is the environment in which the student is studying. Many books and internet sites on study skills claim that it is important to attend to various features of the environment such as a quiet room, no music or television, high levels of social support, giving students control over their learning, allowing students to study at preferred times of the day and ensuring sufficient sleep and exercise.…”

Section: Success Criteriamentioning

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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“…The development and fruition of the knowledge economy and numerous technological changes not only require more highly-trained workforces, modern employees are also expected to be willing to continue to learn (Abele and Wiese 2008). The notion of lifelong learning has become generally accepted by policy makers, educators, trainers and researchers (Boekaerts 1999;Brockett et al 2000). An attitude of continual learning requires self-direction and flexibility.…”

Section: Criticism Of the Dcs Modelmentioning

confidence: 99%

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

Gijbels

Raemdonck

Vervecken

2010

Vocations and Learning

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Based on the Demand-Control-Support (DCS) model, the present paper aims to investigate the influence of job characteristics such as job demands, job control, social support at work and self-directed learning orientation on the workrelated learning behaviour of workers. The present study was conducted in a centre for part-time vocational education in Flanders (Belgium). The students in the centre work for 3 days a week and attend school during the other two days. A questionnaire using scales adapted from validated instruments was used. Students were asked to complete the questionnaire with the job in mind they were doing at present. A total of 115 students from different sectors completed the questionnaire. It was assumed that high scores for self-directed learning orientation and high scores for the job characteristics job demands, job control and social support would be associated with more workrelated learning behaviour. All scales had acceptable Cronbach alpha values. The results of the linear regression analyses indicated that only the self-directed learning orientation scale predicted the work-related learning behaviour to a significant extent.

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Self-regulated learning: where we are today

Cited by 889 publications

References 13 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

Influencing Work-Related Learning: The Role of Job Characteristics and Self-Directed Learning Orientation in Part-Time Vocational Education

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