self regulation theory in education

Self-Regulated Learning Related terms: Download as PDF About this page Self-regulated Learning Self-regulated learning is the self-directive process through which learners transform

self regulation theory in education

Self regulation theory in education
Children search for regularities in the cognitive activities in which they engage.
The explanations children seek for their own behavior in academic or cognitive situations become increasingly complex.

Self regulation theory in education

  1. What happened?
  2. How did others react?
  3. What was your reason?
  4. What else could you have done?

As you can see, self-regulation covers a wide range of behaviors from the minute-to-minute choices to the larger, more significant decisions that can have a significant impact on whether we meet our goals.

Self regulation theory in education
Department of Psychology, Faculty of Medicine, Birjand University of Medical Sciences, Birjand, Iran
All statistical analysis was performed using SPSS software (version 19.0, SPSS Inc., Chicago, Illinois). Statistical significance was determined as a P ≤ 0.05.

Properties of Goals
2. Planning – Using a deliberate and organized approach to attack a task.

In this first stage, students identify particular learning strategies that fit with their goals. Basic learning tasks such as encoding information for memory recall are best learned through rehearsal, organisation or categorisation, mnemonic devices, or paraphrasing the information. However, more elaborate strategies are used when students are asked to make information meaningful. In building connections between new concepts and a learner’s existing knowledge, students may choose to list underlying causes or themes, outline the structure of the process or paper, or diagram spatial relationships to create a network of ideas. This is not a comprehensive catalogue of learning strategies but serves to illustrate the value in carefully choosing a learning strategy to align with goals. It is important for teachers to explicitly teach a range of learning strategies, and to enable and support students to determine which form of learning strategy is most appropriate for the type of work.
Some students may wish to improve their time management skills. These students would benefit from keeping a record of how they spend their time and then comparing it with their task goals. For example, I may believe that two hours of studying with a study group each week is a strong plan in preparing for a test at the end of the term. However, I may in fact find that one of the two hours is generally spent socialising. This new information can then be used to shift my behaviour moving forward.