Self-Regulated Learning and Student Life

Autor/in	Korostyshevskiy, Vladislav
Titel	Self-Regulated Learning and Student Life
Quelle	In: About Campus, 26 (2021) 2, S.17-20 (4 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Korostyshevskiy, Vladislav)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1177/1086482220971270
Schlagwörter	Learning Strategies; Self Management; Study Skills; Study Habits; Self Motivation; Self Control + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Selbstmanagement; Studientechnik; Study behavior; Study behaviour; Studienverhalten; Selbstbeherrschung
Abstract	Studies have shown that parental involvement plays an important role in their children's academic success (Castro et al., 2015), but the problem is that many parents do not know how to help their children and often end up creating additional and unnecessary stress for their children as well as having their children develop negative attitudes toward learning (Deci & Ryan, 2002). If the children decide--or their parents strongly encourage them--to go to college, then the same problem will repeat itself: The students were never taught how to study effectively (Gettinger & Seibert, 2002). Researchers argue about the degree of significance that memorization and understanding have in learning. The exact ratio of memorization and understanding depends not only on the subject but also on an individual student's prior knowledge, learning style, attention span, motivation, environment, and even personality traits, among other possible contributing factors. The best way of incorporating all these elements into study habits is to have students select and custom-tailor techniques and strategies that work best for each of them, individually (Mintzes et al., 2005). This is where self-regulated learning comes in. While regulation of one's own learning is not really new, only for the last couple of decades have researchers been examining various learning strategies trying to identify most effective ones (Zimmerman, 1990). They include goal-setting, task analysis, motivation, self-monitoring, and self-reflection, and each of them, to a greater or lesser degree, needs to be custom-tailored to each individual student. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01