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Self-Regulated Learning and Academic Achievement: An Overview

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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. ...
Thesis
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). ...
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... 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. ...
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