Development Aspects of Self-Regulated Learning

Abstract

AbstractSelf-regulated learners understand, value, and engage academic learning in ways that are fundamentally different than their peers who have difficulty in school. We discuss how students become aware of themselves as learners and the kinds of theories that students construct about schooling. Children's ideas about success and failure, their awareness and attribution, and their metacognition and motivation, develop concurrently as they progress through formal education. We focus on developmental changes in students' theories about learning and how they are influenced by variables in school such as task difficulty, helping behavior, and standards of success. Instructional conditions that promote children's self-regulated learning are also discussed. We believe that self-regulated learning is a desirable educational outcome that can be fostered by teachers who minimize academic competition, explain appropriate strategies, provide assistance during problem solving, and promote an atmosphere of collaboration in classrooms.

Keywords

Affiliated Institutions

• University of Michigan US
• Michigan United US

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