The fundamentals for self-regulated learning: a framework to guide analysis and reflection

Peel, Karen (2019) The fundamentals for self-regulated learning: a framework to guide analysis and reflection. Educational Practice and Theory, 41 (1). pp. 23-49. ISSN 1323-577X

Abstract

This paper presents a framework for self-regulated learning (SRL) that is based on the conceptualisation of prominent constructs in the literature. To explore opportunities that promote SRL in educational contexts, it is necessary to frame conceptually the influences that empower individuals to think and feel as active participants in their learning processes. The SRL fundamentals clarify how learners construct and rationalise goals, and accept responsibility for monitoring cognition, motivation and behaviour to realise their capabilities. The framework invites future research and reflection by providing: a conceptual lens for data analysis; and an innovative representation for educators to reflect on practices.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2019 James Nicholas Publishers.
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Faculty/School / Institute/Centre: Historic - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood (1 July 2013 - 30 June 2019)
Date Deposited: 29 Oct 2019 01:25
Last Modified: 29 Oct 2019 01:25
Uncontrolled Keywords: educator; learners and learning; motivation; self-regulated learning; self-regulation
Fields of Research : 13 Education > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development
Identification Number or DOI: 10.7459/ept/41.1.03
URI: http://eprints.usq.edu.au/id/eprint/36895

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