Components of Self-regulated Learning; Implications for School Performance.

Autor/inn/en	Mih, Codruta; Mih, Viorel
Titel	Components of Self-regulated Learning; Implications for School Performance.
Quelle	In: Acta didactica Napocensia, 3 (2010) 1, S. 39-48Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1504-9922; 2065-1430
Schlagwörter	Emotion; Europa; Motivation; Regulation; Rumänien; Schulerfolg; Schulerfolg; Motivation; Selbst gesteuertes Lernen; Regulation; Europa; Rumänien
Abstract	Self-regulated school learning behavior includes the activation of a relatively large number of psychological dimensions. Among the most important self-regulation constructs that influence school learning are: learning goals, personal self-efficacy, metacognition and test-anxiety. The adaptive functioning of these is associated with high performance at school and advanced learning competency. Previous studies have identified numerous correlations between the above mentioned variables. Thus, different learning goals determine different evolution trajectories. Competency and performance goals can activate cognitive, motivational, affective strategies and differences in performance. Advanced metacognition is linked with high self-efficacy and good learning achievements. Competency goals are good predictors of advanced processing. Competent pupils more frequently use in-depth processing and a high level of critical thinking, being more able to use self-regulated learning in comparison to less competent students. As school years advance, particular constructs show a specific evolution pattern, described in the present study. (Orig.).
Erfasst von	Externer Selbsteintrag
Update	2010/4