Year: 2012
Type: article
Abstract: Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students’ development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL) theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined self-regulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies.
Source: Education Research International
DOI: 10.1155/2012/423284
Authors: Daniel C. Moos, Alyssa Ringdal
Institution: Gustavus Adolphus College
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $1,050
OpenAlex ID: W2109721546