Title of article
COMPONENTS OF SELF-REGULATED LEARNING; IMPLICATIONS FOR SCHOOL PERFORMANCE
Author/Authors
Mih، Viorel نويسنده ,
Issue Information
روزنامه با شماره پیاپی سال 2010
Pages
10
From page
39
To page
48
Abstract
Self-regulated school learning behavior includes the activation of a relatively large
number of psychological dimensions. Among the most important self-regulation constructs that
influence school learning are: learning goals, personal self-efficacy, metacognition and testanxiety.
The adaptive functioning of these is associated with high performance at school and
advanced learning competency. Previous studies have identified numerous correlations between
the above mentioned variables. Thus, different learning goals determine different evolution
trajectories. Competency and performance goals can activate cognitive, motivational, affective
strategies and differences in performance. Advanced metacognition is linked with high selfefficacy
and good learning achievements. Competency goals are good predictors of advanced
processing. Competent pupils more frequently use in-depth processing and a high level of critical
thinking, being more able to use self-regulated learning in comparison to less competent students.
As school years advance, particular constructs show a specific evolution pattern, described in the
present study.
Keywords
self-regulated learning , Metacognition , cognitiv regulation , motivational regulation , school performance , Emotional regulation
Journal title
Acta Didactica Napocensia
Serial Year
2010
Journal title
Acta Didactica Napocensia
Record number
653670
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