000			01754nam a2200277Ia 4500
008			240405s2005 xx 000 0 und d
040			_cManila Tytana Colleges
100			_aYang. Myonghee. _911597
245		0	_aInvestigating the structure and the pattern in self-regulated learning by high school students / _cMyonghee Yang
260			_cDecember 2005
336			_atext
337			_avolume
338			_aunmediated
440			_n6 : 2, pages 162-169 _aAsia Pacific Education Review _911598
520			_aThe 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.
521			_aGeneral Education.
650			_aAchievement value. _911599
650			_aAction control. _911600
650			_aCognitive strategy. _911601
650			_aHelp-seeking. _911602
650			_aMastery goal orientation. _911603
650			_aMetacognitive strategy. _911604
650			_aSelf-efficacy. _93630
650			_aSelf-regulated learning. _911605
942			_cA
999			_c86284 _d86284