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How Far Have We Moved Toward the Integration of Theory and Practice in Self-Regulation?
- Source :
- Educational Psychology Review; Sep2006, Vol. 18 Issue 3, p199-210, 12p
- Publication Year :
- 2006
-
Abstract
- In this article, we address four main questions, including: What is self-regulated learning for? What key strategies do students need to guide and direct their own learning process? What cues in the learning environment trigger self-regulation strategies? What can teachers do to help student to self-regulate their learning, motivation, and effort in the classroom? We illustrate that answers to these questions have changed over time and that changing conceptualizations of the self-regulation process have influenced the assessment tools that were used. We also point to changing classroom conditions as a factor that has affected the assessment of self-regulation. Finally, we formulate some questions that need to be tackled in research on self-regulation and introduce the articles and commentaries in the special issue that provide some cutting-edge work on the use of assessment to register self-regulation over time. [ABSTRACT FROM AUTHOR]
- Subjects :
- LEARNING
LEARNING strategies
MOTIVATION (Psychology)
CLASSROOMS
EVALUATION
Subjects
Details
- Language :
- English
- ISSN :
- 1040726X
- Volume :
- 18
- Issue :
- 3
- Database :
- Complementary Index
- Journal :
- Educational Psychology Review
- Publication Type :
- Academic Journal
- Accession number :
- 23196175
- Full Text :
- https://doi.org/10.1007/s10648-006-9013-4