A Qualitative Account of the Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

Autor/inn/en	Alvi, Effat; Iqbal, Zafar; Masood, Fatima; Batool, Tooba
Titel	A Qualitative Account of the Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students
Quelle	In: Australian Journal of Teacher Education, 41 (2016) 8, S.40-59, Artikel 3 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Qualitative Research; Self Management; Learning Strategies; Focus Groups; Social Cognition; Goal Orientation; Metacognition; Student Satisfaction; Motivation Techniques; Resource Allocation; Models; Student Attitudes; Foreign Countries; Graduate Students; Masters Programs; Semi Structured Interviews; Pakistan + Suchen Sie Ihr Suchwort? Qualitative Forschung; Selbstmanagement; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Soziale Kognition; Zielorientierung; Zielvorstellung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Motivationsförderung; Ressourcenallokation; Analogiemodell; Schülerverhalten; Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang
Abstract	Students' conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments. Framed within the social cognitive perspective, it focuses on a group of students from an under-researched population. Focus group interviews were used to elicit information about the nature of SRL strategies and contexts for their use. The findings reveal that students employ a range of SRL strategies, from shallow to cognitively rich and deep processing. Furthermore, the use of SRL strategies alters under different contextual influences such as personal goals, SRL phase specific conditions, semester and academic capabilities. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01