Self Learning
The key to successful learning to self-regulated learning
This article was published in the Quarterly Journal of Curriculum and Instruction, 5 1, 145-164
I. Foreword
Self-regulated learning (self-regulated learning) in recent years, educational psychology collar
Domain topic of popular attention, many education scholars and policy makers, and even as
One of the main objectives of formal education, students leaving school can continue through this can
Force guide to lead their own learning (Boekaerts, 1997).
Self-adjustment involving personal (cognitive, emotional), behavior and context to
Degree of activity (Lindner, 1993; Boekaerts, 1997; Zimmerman, 1998), a
He can be aware of the requirements of the job he faced and can self-regulated learning students
Force, he has a high sense of self-efficacy, and learning outcomes often attributed to their own can control
Parts (such as the efforts and strategies to use, etc.), he also has a set of effective strategies for solving problems and
Timely use of these strategies (Perry, 1998), In addition, he can develop migration in not
Context, with the study of knowledge, skills and attitudes (Boekaerts, 1999). Currently, self
Regulated learning is the key to successful learning, so that the concept of successful learning re
Defined under (Lindner & Harris, 1993; Boekaerts, 1999). This article will introduce and
The concept of self-regulated learning and to assist students in the development of self-regulated learning.
II definition of self-regulated learning
Self-adjustment of learning the word is a complex construct, and it does not come from the same theory
The views (Lindner & Harris, 1993), but while in many areas of research (e.g. Activity
Machine, cognitive or metacognitive field) at the junction point (Alexander, 1995;
Boekaerts, 1999), together with the different scholars define different, so there are many different theories hereby
Summarized the domestic and foreign literature related as
This article was published in the Quarterly Journal of Curriculum and Instruction, 5 1, 145-164
I. Foreword
Self-regulated learning (self-regulated learning) in recent years, educational psychology collar
Domain topic of popular attention, many education scholars and policy makers, and even as
One of the main objectives of formal education, students leaving school can continue through this can
Force guide to lead their own learning (Boekaerts, 1997).
Self-adjustment involving personal (cognitive, emotional), behavior and context to
Degree of activity (Lindner, 1993; Boekaerts, 1997; Zimmerman, 1998), a
He can be aware of the requirements of the job he faced and can self-regulated learning students
Force, he has a high sense of self-efficacy, and learning outcomes often attributed to their own can control
Parts (such as the efforts and strategies to use, etc.), he also has a set of effective strategies for solving problems and
Timely use of these strategies (Perry, 1998), In addition, he can develop migration in not
Context, with the study of knowledge, skills and attitudes (Boekaerts, 1999). Currently, self
Regulated learning is the key to successful learning, so that the concept of successful learning re
Defined under (Lindner & Harris, 1993; Boekaerts, 1999). This article will introduce and
The concept of self-regulated learning and to assist students in the development of self-regulated learning.
II definition of self-regulated learning
Self-adjustment of learning the word is a complex construct, and it does not come from the same theory
The views (Lindner & Harris, 1993), but while in many areas of research (e.g. Activity
Machine, cognitive or metacognitive field) at the junction point (Alexander, 1995;
Boekaerts, 1999), together with the different scholars define different, so there are many different theories hereby
Summarized the domestic and foreign literature related as