Self-Regulation and Learning Strategies

Autor/inn/en	Weinstein, Claire Ellen; Acee, Taylor W.; Jung, JaeHak
Titel	Self-Regulation and Learning Strategies
Quelle	In: New Directions for Teaching and Learning, (2011) 126, S.45-53 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-0633
DOI	10.1002/tl.443
Schlagwörter	Learning Strategies; Student Motivation; Lifelong Learning; Metacognition; Cognitive Psychology; Technological Advancement; Labor Force Development; Role; Academic Achievement; Higher Education + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schulische Motivation; Life-long learning; Lebenslanges Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Kognitive Psychologie; Technological development; Technologische Entwicklung; Arbeitskräftebestand; Rollen; Schulleistung; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Learning strategies are a bit difficult to define since the nomenclatures used in cognitive educational psychology as well as in strategic and self-regulated learning have not yet been standardized across and within these fields of study. The self-regulated use of learning strategies helps enable students to take more responsibility for their own learning now and to become lifelong learners. The rapid development of advanced technology and the ever-expanding nature of workforce training will create ever-increasing demands for individuals to be lifelong learners. This chapter focuses on the critical roles learning strategies play in both academic readiness and in the self-regulation of learning that is needed for academic success in all categories of higher education. (ERIC).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10