A key concept of constructivist
theories of learning is a vision of the ideal student as a self-regulated learner
(Paris & Paris, 2001; Weinstein & McCombs, 1995). Selfregulated learners
are ones who have knowledge of effective learning strategies and how and when to use them
(Bandura, 1991; Dembo & Eaton, 2000; Schunk & Zimmerman, 1997; Winne,
1997). For example, they know how to break complex problems into simpler steps
or to test out alternative solutions (Greeno & Goldman, 1998); they know
how and when to skim and how and when to read for deep understanding; and they
know how to write to persuade and how to write to inform (Zimmerman &
Kitsantas, 1999). Further, self-regulated learners are motivated by learning
itself, not only by grades or others’ approval (Boekaerts, 1995; Corno, 1992;
Schunk, 1995), and they are able to stick to a long-term task until it is done.
When students have both effective learning strategies and the motivation and
persistence to apply these strategies until a job is done to their
satisfaction, then they are likely to be effective learners (Williams, 1995;
Zimmerman, 1995) and to have a lifelong motivation to learn (Corno &
Kanfer, 1993).
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