Year: 2009
Type: dissertation
Abstract: __Abstract__ \n \nBeing able to regulate their own learning process is becoming increasingly important \nfor students at all levels of education (OECD Programme for International Student \nAssessment, 2009). From early on in children’s school careers, children are stimulated to be \naware of what they are learning and to make choices about their own learning processes. \nSelf-regulated learning can be defined as a self-directive process by which learners are able \nto improve their learning performance using the capabilities they already have \n(Zimmerman, 2008). According to the model of self- regulated learning by Winne and \nHadwin (1998), monitoring and control are central processes to self-regulated learning. To \neffectively regulate their own learning process, students must be able to monitor their \nprogress toward learning goals and use this information to regulate (i.e., control) further \nstudy (Metcalfe, 2009; Winne & Hadwin, 1998). For example, if students are trying to \nsolve a math problem, it is important for them to keep track of their conceptual \nunderstanding of the problem and the steps of its solution procedure (i.e., monitoring), and \nto use this to determine whether more problems should be studied or practiced in order to \ngrasp the procedure for solving this type of problem (i.e., control). Monitoring is assumed \nand has been shown to inform control (Kornell & Metcalfe, 2006; Metcalfe, 2009; Serra & \nMetcalfe, 2009; Thiede, Anderson, & Therriault, 2003; Winne & Hadwin, 1998), and can \ntherefor
Author: Martine Baars
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2134614018