Self-regulated learning strategies

• المؤلفون الرئيسيون: Jasmi, Kamarul Azmi, A. Shukor, Khairunnisa, Mohd. Noor, Ahmad Firdaus
• التنسيق: Conference or Workshop Item
• اللغة: English
• منشور في: 2012
• الموضوعات: L Education (General); LB Theory and practice of education
• الوصول للمادة أونلاين: http://eprints.utm.my/id/eprint/38887/1/Cover%20%26%20Paper.pdf; http://eprints.utm.my/id/eprint/38887/

This paper demonstrates the development of self-regulated learning strategies. In the early development most of the researches were focusing on metacognitive research and social cognition. Later, researches started to correlate the strategy with learning disabilities and other problems in learning process. When the scope of researches is widen, a number of researchers come out with scientific method to measure and analyze self-regulated learning strategies. This paper also discusses the concepts in self-regulated learning strategy in terms of the students and the strategy itself. Self-regulated learning strategy is not innate, but to be acquired. Therefore, self-regulated students are those who gradually acquire the strategy and possess the self-regulative qualities such as self-efficacy. Previous researches have come out with four theoretical formulations; Developmental Theory, Information Processing Theory, Operant Theory, Social Cognitive Theory and Social Constructivist Theory. All theories share common characteristics. First, all theories emphasize on the importance of goal-oriented task. Second, all theories are focusing on self-study. Third, the explanation about the whole process of self-regulated learning strategy in general focuses on students' initiative on how to improve and excel in academic performance. However, only Developmental Theory and Social Cognitive Theory give emphasize on the intervention of social factors in learning strategy. Finally, this paper explains Zimmerman's Social Cognitive Theory. The theory, known as cyclical nature of self-regulation, is divided into three phases; forethought phase, performance (volitional) control phase and self-reflection phase. It covers cognitive and metacognitive strategy, including reciprocal interaction, the use of adult modelling and teacher modelling in promoting self-regulated learning strategy among students.