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Self-Regulated Learning and Academic Achievement: An Overview
Abstract
Educational researchers have begun recently to identify and study key processes through which students self-regulate their academic learning. In this overview, I present a general definition of self-regulated academic learning and identify the distinctive features of this capability for acquiring knowledge and skill. Drawing on subsequent articles in this journal issue as well as my research with colleagues, I discuss how the study of component processes contributes to our growing understanding of the distinctive features of students' self-regulated learning. Finally, the implications of self-regulated learning perspective on students' learning and achievement are considered.
... Pero se precisa, además, asumir una posición poco asumida y agotada aún, a pesar de la existencia de varios estudios al respecto (Como, 1996;Ghatala, 1986;Zimmerman, 2016): la posición del sujeto que estudia y aprende desde su propio papel. ...
... condicionamiento social positivo, no estén equiparados en igual proporción por los métodos, procedimientos, técnicas y recursos de aprendizaje que el sujeto escoge de manera individual (o grupal) para abordar determinado objeto de estudio o contenido del aprendizaje, o que aquellos no estén en adecuada simetría con las características cognitivas personales del sujeto, las que incluyen lo particular de sus estilos de aprendizaje (Álvarez Flores y Domínguez, 2001;Cañizares Espinosa, 2013;Como, 1996;Ghatala, 1986;Zimmerman, 2016) y el tipo de inteligencia que más se adecua a su caso (Gardner, 1993) entre otros factores objetivo-subjetivos. ...
... 1. Coadyuvar a revertir el orden interpretativo prevaleciente en la literatura internacional, de investigar primero en estilos de aprendizaje particulares (Como, 1996;Ghatala, 1986;Schloemer y Brenan, 2006;Zimmerman, 2016), sin antes asumir un modelo general definido al respecto de qué es el proceso de aprendizaje, en su relación dialéctica, sistémica y holística con la actividad de estudio. ...
... Bien qu'ils aient quelques aspects en commun, ils comprennent néanmoins des traits distinctifs qu'il convient de préciser. Pour plusieurs auteurs (Dweck, 1986 ;Zimmerman, 1990 ;DeRemer, 2002, cité par Sauvé et al., 2006Bélair et Lebel, 2007 ;Viau, 2007 ;Fenouillet, 2009), la persistance comme la persévérance renvoient à un effort maintenu dans le temps et caractérisent un comportement motivé. Ainsi, elles désignent, par exemple, le même processus motivationnel qui permet à un apprenant de poursuivre ses études jusqu'à l'obtention de son diplôme. ...
... Comme énoncé précédemment, plusieurs auteurs (Pintrich, 1999 ;Wolters, 2000 ;Corno, 2001 ;Cosnefroy, 2011) (Pintrich, 1999(Pintrich, , 2003(Pintrich, , 2004Zimmerman, 1990Zimmerman, , 2008Corno, 2001 ;Wolters, 2000Wolters, , 2003 ont élaboré une taxonomie de stratégies volitionnelles à partir d'un modèle théorique respectivement construit. Parmi les travaux s'étant inspirés de ces différents modèles, ceux de Cosnefroy (2010ade Cosnefroy ( , 2010bde Cosnefroy ( , 2011de Cosnefroy ( , 2013de Cosnefroy ( , 2016 Les sections ci-après abordent successivement ces trois catégories de stratégies. ...
... Selon Zimmerman (1990Zimmerman ( , 2008, Corno (2001) et Cosnefroy (2011), deux stratégies permettent de réguler la cognition. D'une part, les stratégies de contrôle de l'attention et d'autre part, le désengagement provisoire. ...
Ancrée en sciences de l'éducation et de la formation, cette recherche doctorale s'appuie sur un jeu d'hypothèses sur les liens existants entre trois dimensions : (1) le sentiment d'autoefficacité d'étudiants infirmiers à persister en formation ; (2) les stratégies volitionnelles qu'ils utilisent durant leurs activités d'apprentissage présentielles et à distance ; et (3) leur perception de l'accompagnement mené par leur formateur référent. Le contexte éducatif dans lequel s'inscrivent ces étudiants est hybride, au sens où leur formation allie des séances en présentiel et à distance. Au plan empirique, la démarche s'est déployée en deux phases, chacune renvoyant à des objectifs spécifiques mais reliés entre eux. La première avait pour but de vérifier, au plan statistique, l'existence de lien entre ces trois dimensions et, s'il était avéré, de déterminer la force et la direction de celui-ci. La seconde phase visait, quant à elle, à comprendre la nature de la relation entre les trois dimensions. Les résultats de cette démarche mixte de recherche auprès d'étudiants infirmiers inscrits en 2e année dans un dispositif hybride montrent que trois perceptions soutiennent les stratégies volitionnelles qu'ils utilisent : (1) la perception d'une aide de la part de leur formateur référent afin d'avoir confiance en eux, (2) celle d'un accompagnement de sa part dans leur projet professionnel et (3) la perception que les informations qu'il leur transmet est de qualité. De plus, les résultats révèlent que le sentiment d'autoefficacité de ces étudiants à persister dans leurs études est soutenu par des stratégies volitionnelles regroupées en cinq catégories : (1) un respect par les étudiants de leur propre fonctionnement personnel, (2) une gestion de leur environnement de travail, (3) une sollicitation de leurs pairs, (4) une motivation intrinsèque à l'égard de leur formation et (5) une gestion personnelle des émotions ressenties en formation. En outre, même si l'accompagnement du formateur référent permet un meilleur vécu de formation, il n'a, selon les étudiants, aucune incidence directe sur leur sentiment de se sentir capables de persister dans leur formation. Enfin, cette recherche tend à montrer, mais de façon moins probante, que leur perception de l'hybridation du dispositif a un effet sur leur sentiment d'autoefficacité à persister en formation, ainsi que sur les stratégies déployées pour concilier la formation avec leur vie personnelle, en particulier pour les étudiants en reprise d'études.
... Çevrimiçi öğrenmede kişilerin kendi öğrenmelerinin sorumluluğunu alma gereksinimleri, ÖDÖ'ye dayalı öğrenmeye duyulan ihtiyacı arttırmıştır (Üredi & Üredi, 2007). ÖDÖ sürecinde bireyler sorumluluk alırlar ve kendi hedef ve stratejilerini belirlerler (Zimmerman, 1990;Schunk & Ertmer, 1996;Efklides, 2011). Yapılan çalışmalar ÖDÖ'nin küçük yaşta başladığını ve süreç içinde geliştirilebilir olduğunu göstermektedir (Pintrich & De Groot, 1990 (Efklides, 2011;Schunk & Ertmer, 1998;Zimmerman, 1990). ...
... ÖDÖ sürecinde bireyler sorumluluk alırlar ve kendi hedef ve stratejilerini belirlerler (Zimmerman, 1990;Schunk & Ertmer, 1996;Efklides, 2011). Yapılan çalışmalar ÖDÖ'nin küçük yaşta başladığını ve süreç içinde geliştirilebilir olduğunu göstermektedir (Pintrich & De Groot, 1990 (Efklides, 2011;Schunk & Ertmer, 1998;Zimmerman, 1990). Bireylerin ÖDÖ becerilerinin gelişmesi için motivasyonlarının yüksek olması gerekir (İbicioğlu & Antalyalı, 2005;Winne, 2017). ...
Öğrenme deneyimlerinin dijitale geçmesiyle birlikte, öğrenenlerin bu ortamlarda gerçekleştirdikleri tüm etkileşimler izlenebilir hale gelmiştir. Bu da öğrenme analitiklerini hızla yaygınlaşmasına yol açmıştır. Öğrenme analitikleri, öğrenmenin kendisini ve öğrenme çevrelerini anlamak ve iyileştirmek için kullanılır. Öğrenenlerle ve öğrenme bağlamlarıyla ilgili verilerin toplaması, ölçülmesi, analiz edilmesi, görselleştirilmesi ve en önemlisi de analitik sonuçların öğrenme çevrelerine yansıtılması süreçleriyle ilgilenir. Öğrenme analitikleri, bireyin kendini izlemesine ve kendi performansını değerlendirmesine olanak sağladığı için öğrenenlerin öz düzenleyici öğrenmelerine de etki etmektedir. Alanyazında öğrenme analitikleri ile öz düzenleyici öğrenme ilişkisini inceleyen çalışmalar yer almaktadır. Bu araştırmada öğrenme analitiklerinin öz düzenleyici öğrenmeye etkilerini inceleyen çalışmalara yönelik bir sistematik alanyazın taraması yapılmıştır. Bu amaçla Web of Secience veri tabanı kullanılarak başlığında “learning analytic” ve “self-regulated” anahtar kelimeleri bulunan makaleler incelenmiştir. Çalışma sonucunda öğrenme analitikleri kullanmanın, öz düzenleyici öğrenme becerilerinin tespitinde ve geliştirilmesine yardımcı olduğu sonucuna ulaşılmıştır.
... Based on Holec's definition, Little (2003) places psychological factors at the core of autonomous learning and believes that the autonomy of language learning depends on transcendent and critical thinking, decision-making, as well as the training and cultivation of independent action ability. Based on the feedback of efficiency and technique, Zimmerman (1990) puts forward autonomous learning referred to the autonomous learner actively choosing and apply autonomous learning strategies to achieve the ideal outcome. ...
The rapid development of digital technologies and the internet has redefined access to language resources and approaches to language learning. High school students are experiencing more digitalized learning activities, which influences their independent learning mode. In Autonomous Learning and Digital Literacy, rare research has been done to examine the relationship between the two. Drawn from responses of 224 high school students to the questionnaires, this study investigated their digital literacy level from five dimensions, such as knowledge acquisition, and their autonomous learning situation from two perspectives. The results showed that the participants have a certain degree of digital literacy, have a high desire to learn, and their self-management capacity is at a medium level. Yet there is no correlation between students’ levels of digital literacy and their levels of autonomy as learners. The findings may prompt educators to prioritize encouraging digital literacy and student agency in the classroom.
... As widely acknowledged, self-regulated learning is a goal-oriented process, that is, self-regulated learners are intentional about information needed and take steps to master this information to achieve a desirable goal using strategies and responsive feedback (Zimmerman, 1990). Microcredentials can support learners' goal-setting process to enhance self-regulated and self-directed learning (Cheng et al., 2020;Cheng, Watson, & Newby, 2018) via a couple of mechanismsfor example, by helping to set explicit goals. ...
In this chapter, we discuss open recognition as a key part of the digital learning/open education revolution, and open microcredentials a method for open recognition to disrupt traditional educational practices surrounding how we recognize and certify learning. We begin with definitions of open microcredentials, badges, verifiable credentials, and similar concepts. Then, we discuss the potential of open microcredentials to impact teaching and learning at the micro-, meso-, and macrolevels. We then conclude with recommendations for practice and the suggestion of a framework to guide research.
Online help-seeking refers to a learner's willingness to seek help in online learning environments. Counterintuitively, studies of help-seeking have found mixed results for the relationship between help-seeking and academic achievement. We hypothesized that these mixed findings might, in part, be accounted for by the confidence level of the learner. Utilizing a sample of 321 online university students (M = 32.78 years; SD = 9.53), we explored the moderating effect of self-efficacy in the help-seeking–academic achievement relationship. Aligned with the vulnerability hypothesis, when online learners were confident, they engaged in help-seeking more often than learners with low confidence. Importantly, however, when online learners were unconfident, we found that help-seeking behaviors were positively associated with academic success. Confident learners did not appear to gain any academic performance benefit from using help-seeking strategies. Our study highlights help-seeking's potential importance in improving academic success for our least confident learners, with no impact on confident learners.
The effectiveness of training on self-organized learning strategies in improving the motivation to learn and the attitude towards studying
The sole purpose of all conceptual, theoretical, even scientific and technological developments to improve or raise educational standards should not be to increase the student's test scores. Rather, avoiding narrowly defining human possibilities, it should be based on the premise that each person finds identity, meaning, and purpose in life through their connections with society, the natural world, and spiritual values such as compassion and peace. For this reason, any educational approaches, systems, models and technological developments that promise innovation should definitely take into account the talent and motivation of the students, the quality and quantity of learning, the classroom social environment and the home environment. Therefore, instead of raising monotonous individuals based on economic efficiency, as encountered in some education systems and practices, it should be accepted as the most basic principle to raise a person who adopts universal principles and values such as love, respect, compassion, self-awareness and social justice. Of course this will only be possible when each human's intellectual, emotional, social, physical, artistic, creative and spiritual potentials are considered as a whole. In other words, dealing with all aspects of a person most comprehensively including all stages of development at the cognitive and affective levels will make it possible for any innovation or improvement to aim for the fullest possible human development.
My purpose in this chapter is to present recent theoretical and empirical work regarding the contribution of a phenomenological view to our understanding of self-regulated learning and how best to enhance students’ development of self-regulated learning capacities. I want to take you on an excursion through what has been said by some of our most distinguished theoreticians about the self—the self as a primary phenomenon, an experience of the experiencing self, that permeates and directs human behavior. The excursion will begin with a look historically at the roots of the “scientific”1 search into self and its associated phenomena. The evolution of these roots to the present time will then be explored as the means to understanding current theoretical positions and how they are converging on our increased knowledge of the role of self phenomena in all of human behavior, and particularly human behavior in learning contexts. As we proceed, we will explore answers to the following questions: How can properties of the self (including its structure and processes) contribute to our understanding of its role in initiating and regulating the chain of events leading to effective, self-regulated learning? How do the properties of the self further define the nature of the cognitive and affective activities students engage in while in learning situations? Can our understanding of the self-system and its operations help us provide more effective educational environments and practices to maximize student motivation and learning?
We have all encountered the frustration of “hard” learning. It is a common experience. Some of us are able to cope with it, whereas others are not. The ability to take charge of frustration and maintain the intention to learn while enacting effective task strategies in the face of uncertainty-taking charge of one’s motivation, emotion, and thinking—is what I call adaptive learning. I refer to this process as adaptive learning rather than self-regulation because I want to stress inter- rather than intraz- individual states; a Vygotskian perspective highlights the role of the social/instructional environment in the development of adaptive learning. By social/ instructional environment I refer to parents, teachers, tasks, and peers that students influence and are influenced by as they engage in learning, be it about themselves, their community, or two-digit division.
Book's abstract : Self-regulated learning is a new approach to studying student academic achievement. In contrast to previous ability or environmental formulations that address the "why" of achievement, self-regulation models focus on "how" students activate, alter, and sustain their learning practices using a variety of self-related processes. This book brings together a number of internationally known researchers representing different theoretical perspectives on students' self-regulated learning. In each chapter, the authors first describe a particular view of self-regulated learning to show how key subprocesses are defined and measured. Second, evidence that these key subprocesses affect student motivation and achievement is reviewed. Third, the authors describe and discuss how student self-regulated learning can be developed or taught based on their theoretical perspective. This book focuses on the influences of student self-regulated learning practices on academic achievement and motivation.
Any account of self-regulation or self-control according to a particular theoretical perspective must begin with a discussion of what its proponents mean when they speak of self-regulation. Most theories of self-control advance a view of human behavior that is to one degree or another self-determined. It is a view much like the relationship between a pilot and his airplane, where the pilot is the “self” who performs some operation from “within” to direct or control the plane’s course or behavior. Beginning with this assumption obligates these theorists to describe, speculate, or otherwise account for the operations performed by the self, be they cognitions or exercises of free will, of which self-regulated behavior is believed to be a function.
Developmental changes in two broad classes of memory-related phenomena were studied, using nursery school, kindergarten, second grade, and fourth grade children as Ss: (1) the production and strategic deployment over time of various types of memorization activities; (2) S's knowledge concerning his own memory. With regard to (1), only the older Ss in this study tended to show a specific, fairly complex memorization strategy when given unlimited time to study a set of items to the point of perfect serial recall. The strategy appeared to consist of first naming the items to oneself to initiate the learning process, and of subsequently using systematic anticipation and rehearsal procedures to monitor and maintain one's gradually increasing state of recall readiness. As for (2), the older Ss were likewise better able than the younger ones, both to predict their own memory span in advance of any concrete memorization experience, and to assess their readiness to recall after such experience. It was concluded that the two phenomena are intimately interrelated in the older child's memorization activities, and that the nature and development of S's knowledge and awareness of his own memory system is a particularly important and timely research problem.
Current theoretical accounts of learning view students as active seekers and processors of information (Bandura, 1986; Pintrich, Cross, Kozma, & McKeachie, 1986). Learners’ cognitions can influence the instigation, direction, and persistence of achievement-related behaviors (Brophy, 1983; Corno & Snow, 1986; Schunk, 1989; Weiner, 1985; Winne, 1985). Research conducted within various theoretical traditions places particular emphasis on students’ beliefs concerning their capabilities to exercise control over important aspects of their lives (Bandura, 1982; Corno & Man-dinach, 1983; Covington & Omelich, 1979; Rotter, 1966; Weiner, 1979).
This article reviews evidence bearing on the relationship between strategy knowledge and strategy use. It is particularly concerned with efforts to overcome metacognitive deficiencies in young learners. One promising line of research focuses on strategy-monitoring training that enables young children to acquire: and utilize knowledge about strategy effectiveness. The research evidence indicates that: (a) strategy knowledge that results in effective strategy maintenance incorporates strong linkages between performance, strategies, and goals; (b) in contrast to the approach of providing children with explicit information about instructed strategies, strategy-monitoring training results in metacagnitive acquisition strategies that can subsequently be activated to enable children to derive metacognitive benefits from experiences with new strategies.