Self-regulation in learning: Application of strategies and roles of orientation towards goals

dc.creator	Mirkov Snežana
dc.date	2007-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:26Z
dc.date.available	2015-08-12T11:19:26Z
dc.identifier	10.2298/ZIPI0702309M
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/97fe30d26f4143a883b9ca1ef863ee00
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27598
dc.description	This paper presents different views on self-regulation in the process of learning. What is shown is the model in which self-regulation is treated as the interaction of processes connected to personality, behavioral and contextual processes. The regulation processes are organized in several phases, and within each phase self-regulatory activities are structured in different fields. Special attention is paid to the application of strategies - cognitive, meta-cognitive, motivational and strategies of resource management. As a critical component of self-regulation, the monitoring and the steps it consists of were discussed in more detail. The emphasis is on the role of feedback in monitoring, as well as on the wider significance it has for self-regulation in the process of learning. Since orientation towards the goal is considered an essential aspect of self-regulation, what was performed was the analysis of the results and implications of different researches of the relation of pupils’ orientations towards the goals with regulation of the process of learning. The possibilities for encouraging self-regulation in the tuition process were considered. By enabling pupils to make decisions, set their own goals, perform the choice and plan and organize their activities, the development of self-regulation and autonomy is encouraged. The guidelines for planning the training aimed towards the development of strategy behavior in pupils are stated. What is presented are the different methods which are applied within the model and interventions in tuition directed towards encouragement of self-regulation.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2007/0579-64310702309M.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 39, Iss 2, Pp 309-328 (2007)
dc.subject	self-regulation
dc.subject	learning
dc.subject	strategies
dc.subject	orientations towards goals
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Self-regulation in learning: Application of strategies and roles of orientation towards goals
dc.type	article