Pregled bibliografske jedinice broj: 1192559
Manifestations of Self-Regulated Learning from the Perspective of Fundamental Learning Theories
Manifestations of Self-Regulated Learning from the Perspective of Fundamental Learning Theories // PROCEEDINGS OF THE INTERNATIONAL SCIENTIFIC CONFERENCE 19TH MATE DEMARIN DAYS “DEVELOPMENTAL ASPECTS OF EDUCATION“ / Blažević, Iva ; Diković, Marina ; Kovačić, Ines ; Lazarić, Lorena ; Antunović-Piton, Branka (ur.).
Pula: Sveučilište Jurja Dobrile u Puli, 2022. str. 99-114 (predavanje, međunarodna recenzija, cjeloviti rad (in extenso), znanstveni)
CROSBI ID: 1192559 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Manifestations of Self-Regulated Learning from the
Perspective of Fundamental Learning Theories
Autori
Titova, Ekaterina ; Turk, Marko
Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni
Izvornik
PROCEEDINGS OF THE INTERNATIONAL SCIENTIFIC CONFERENCE 19TH MATE DEMARIN DAYS “DEVELOPMENTAL ASPECTS OF EDUCATION“
/ Blažević, Iva ; Diković, Marina ; Kovačić, Ines ; Lazarić, Lorena ; Antunović-Piton, Branka - Pula : Sveučilište Jurja Dobrile u Puli, 2022, 99-114
ISBN
978-953-8278-44-0
Skup
International Scientific Conference 19th Mate Demarin Days ''Developmental Aspects of Education''
Mjesto i datum
Pula, Hrvatska, 22.04.2021. - 23.04.2021
Vrsta sudjelovanja
Predavanje
Vrsta recenzije
Međunarodna recenzija
Ključne riječi
self-regulated learning ; learning theories ; behavioural theory ; social cognitive theory ; sociocultural theory ; experiential theory.
Sažetak
Self-regulated learning is a process of taking control of and evaluating one's own learning and behaviour. It can be used to describe learning guided by metacognition - thinking about one's thinking ; strategic action - planning, monitoring, and evaluating progress against a standard ; and motivation to learn (Cazan, 2012). Self-regulated learning emphasises autonomy and control by the individual who monitors, directs, and regulates actions toward information acquisition goals, expanding expertise, and self-improvement. This paper aims to analyse self-regulated learning from the perspective of fundamental learning theories. Following the defined aim, self-regulated learning will be discussed from the perspective of behaviourism, social cognitivism, sociocultural theory and experiential learning theory. The paper is primarily grounded on theoretical discussion and contributes to further empirical and academic research, primarily in pedagogy and educational psychology.
Izvorni jezik
Engleski
Znanstvena područja
Pedagogija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
