Investigating the structure and the pattern in self-regulated learning by high school students /
Yang. Myonghee.
Investigating the structure and the pattern in self-regulated learning by high school students / Myonghee Yang - December 2005 - Asia Pacific Education Review 6 : 2, pages 162-169 .
The research to explain students' self-regulated learning has grown rapidly in recent years. However, the studies on self-regulated learning have shown fascinating but mixed results. Thus, there is a need to identify and describe the key dimensions of self-regulated learning according to an empirical framework in order to integrate these complex results. This study attempts to explore the structure and the pattern of self-regulated learning. In a sample of high-school students, it was found that self-regulated learning consists of three components; cognitive regulation, motivational regulation, behavioural regulation. The result also shows that students can be grouped into six clusters in terms of these components. This study appears to be useful for understanding self-regulated learning conceptually but has some methodological limitations.
General Education.
Achievement value.
Action control.
Cognitive strategy.
Help-seeking.
Mastery goal orientation.
Metacognitive strategy.
Self-efficacy.
Self-regulated learning.
Investigating the structure and the pattern in self-regulated learning by high school students / Myonghee Yang - December 2005 - Asia Pacific Education Review 6 : 2, pages 162-169 .
The research to explain students' self-regulated learning has grown rapidly in recent years. However, the studies on self-regulated learning have shown fascinating but mixed results. Thus, there is a need to identify and describe the key dimensions of self-regulated learning according to an empirical framework in order to integrate these complex results. This study attempts to explore the structure and the pattern of self-regulated learning. In a sample of high-school students, it was found that self-regulated learning consists of three components; cognitive regulation, motivational regulation, behavioural regulation. The result also shows that students can be grouped into six clusters in terms of these components. This study appears to be useful for understanding self-regulated learning conceptually but has some methodological limitations.
General Education.
Achievement value.
Action control.
Cognitive strategy.
Help-seeking.
Mastery goal orientation.
Metacognitive strategy.
Self-efficacy.
Self-regulated learning.