Self-regulated learning in higher education: Identifying key component processes
Cassidy, S 2011, 'Self-regulated learning in higher education: Identifying key component processes' , Studies in Higher Education, 36 (8) , pp. 989-1000.
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The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulated learning as a relevant and valuable concept in higher education. The second is to promote the study of those constituent elements considered most likely to develop our understanding beyond a mere description of those processes thought to be involved in self-regulated learning. A case is presented for learning style, academic control beliefs and student self-evaluation as key constructs which contribute to an increased understanding of student self-regulated learning and which facilitate the application of self-regulated learning in pedagogy by enhancing its tangibility and utility.
|Themes:||Subjects / Themes > B Philosophy. Psychology. Religion > BF Psychology|
Subjects outside of the University Themes
|Schools:||Colleges and Schools > College of Health & Social Care|
Colleges and Schools > College of Health & Social Care > School of Nursing, Midwifery, Social Work & Social Sciences > Centre for Social Justice Research
|Journal or Publication Title:||Studies in Higher Education|
|Publisher:||Taylor & Francis|
|Depositing User:||Users 47901 not found.|
|Date Deposited:||20 Apr 2011 11:46|
|Last Modified:||20 Aug 2013 17:49|
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