Self-Regulated Learning
2000; Elsevier BV; Linguagem: Inglês
10.1016/b978-012109890-2/50042-1
AutoresMonique Boekaerts, Markku Niemivirta,
Tópico(s)Neuroscience, Education and Cognitive Function
ResumoThis chapter defends the view that for effective self-regulation to develop, students should be allowed to work in a learning context in which they can create their own learning episodes according to their own goals. Self-regulation is a system concept that refers to the overall management of one's behavior through interactive processes between different control systems: attention, metacognition, motivation, emotion, action, and volition control. A central message throughout the chapter is that self-regulated learning (SRL) is not a unitary construct. Rather, it is presented as a generic term used for a number of phenomena, each of which is captured by a different control system. The chapter argues that identification, interpretation, and appraisal processes are the gateways to self-regulation. In light of present conceptualizations of goal processes, the model of adaptable learning was extended to include an identification process, two interpretation processes (task-focused interpretation and self-focused interpretation), and primary and secondary appraisal processes.
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