Can Self-Regulated Learning Be Taught to College Students?

Autor/in	Talbot, Gilles L.
Titel	Can Self-Regulated Learning Be Taught to College Students?
Quelle	(1997), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Cognitive Style; College Instruction; College Students; Foreign Countries; Higher Education; Learning Strategies; Metacognition; Student Motivation; Teacher Role; Undergraduate Students; Canada + Suchen Sie Ihr Suchwort? Cognitive styles; Kognitiver Stil; Hochschullehre; Collegestudent; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Lehrerrolle; Kanada
Abstract	The question of how teachers can mediate self-regulated learning in college students is discussed. For the purposes of this study, self-regulated learning is defined as the ongoing process in which the learner makes sense of the learning task, creates goals and strategies, and implements actions designed to meet goals for the given learning context. Learning oriented students see faulty performances as an indication that learning strategies need improvement, while performance oriented students see faulty performance as proof of their inadequacies. Convincing learning oriented students to improve their self-regulated learning is fairly easy. Performance oriented students may actually avoid such feedback from teachers. Increasing student motivation lies in eliciting responses about behaviors and helping students to think through the strategies involved. Challenging students to find within themselves the energy to improve by themselves not only assists them by teaching self-regulated learning, it offers them the tools to become educated, responsible adults. A practical guide, "Four Steps to Working Smarter, not Harder," is appended. (Contains 24 references.) (LH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC