INFO4MYSTREY

This blog is created for educational purposes. Info4mystery archive and support student, teacher, Educationalists, Scholars and other people for learning by facilitating reflection, questioning by self and others, collaboration and by providing contexts for engaging in higher-order thinking.

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Self-Regulated Learning

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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