Effective self-regulatory processes in higher education: Research findings and future directions. A systematic review
| Autor: | Marise Ph. Born, Wouter Schoonman, Jason C. Gawke, Caroline F. Timmers, Monique de Bruijn-Smolders |
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| Přispěvatelé: | Work and Organizational Psychology, Department of Psychology, Education and Child Studies |
| Jazyk: | angličtina |
| Rok vydání: | 2016 |
| Předmět: |
Self-efficacy
research learning Higher education business.industry 05 social sciences Applied psychology Psychological intervention 050301 education Metacognition Research findings 050105 experimental psychology Education Variety (cybernetics) Process 0501 psychology and cognitive sciences Resource management business Self-regulated learning Psychology 0503 education Social psychology |
| Zdroj: | Studies in Higher Education, 41 (2016)(1), 139-158 Studies in Higher Education, 41(1), 139-158. Routledge |
| ISSN: | 1470-174X 0307-5079 |
| Popis: | Although self-regulated learning (SRL) is assumed to benefit learning outcomes, gaps in the literature make it difficult to describe what constitutes effective SRL in higher education. That is, SRL that relates positively to learning outcomes. In accordance, at present it is unclear how to train effective SRL in higher education. The current systematic review breaks down SRL into self-regulatory processes (SRPs) and reviews the evidence for teaching adolescents effective SRPs. Of the wide variety of SRPs which are known in the field, the following were investigated in the studies: metacognitive strategies, motivation, self-efficacy, handling task difficulty and demands, and resource management. The studies included (k = 10; N = 906) generally affirmed that all SRL interventions that were investigated related positively to SRPs. These SRPs also related positively to learning outcomes. Research is needed to advance the field's understanding of how adolescents develop the wide array of effective SRPs. |
| Databáze: | OpenAIRE |
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