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Improving Self-Regulated Learning Style amongst Students

Received: 9 April 2015     Accepted: 9 April 2015     Published: 1 February 2016
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Abstract

Learning is a goal directed act, acquiring new, or modifying and reinforcing existing knowledge, behaviours, skills, values, preferences and may involve synthesizing different types of information. Learning may be viewed as a concept and like all other concepts; it lacks a generally accepted definition. However, there appear to be a consensus that it is a relatively permanent change in behaviour as a result of practice or experience. The purpose of education is not merely to enable students to accumulate facts. A major goal is that by the time students finish school; they should be able to solve problems that will enable them to be happy and successful in life and to contribute to society. To achieve this goal, students need to develop high order thinking skills through self-regulation of learning. Self-regulated learning is learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. Metacognition was regarded as a valuable term because it emphasized how the “self’ was the agent in establishing learning goals and tactics and how each individual’s perceptions of the self and task influenced the quality of learning that ensued.

Published in International Journal of Secondary Education (Volume 3, Issue 6)
DOI 10.11648/j.ijsedu.s.2015030601.12
Page(s) 72-76
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Regulated Learning Style, Method of Teaching, Student Achievement, Individualized Learning, Cognitive Skills

References
[1] Bandura A. (1986) Social foundations of though and action: A social cognitive theory. Eaglewood Cliffs, NJ: Prentice Hall.
[2] Bandura A. (2005), The primacy of self-regulation in health promotion. Applied Psychology: An international review. 54(2), 245-254.
[3] Hamilton-Ekeke, J-T. (2008) The effect of a social constructivist theory of teaching/learning on both conceptual understanding and practical application of dietary knowledge, An unpublished PhD thesis, University of Wales, Aberystwyth, United Kingdom
[4] Kopp C.B. (1999). Antecedents of self regulation: A developmental perspective. Developmental Psychology. 18, 199-214.
[5] Meece J.L. (2002) child adolescent development for educators (2nd ed.) Boston: McGraw-Hill
[6] Pintrich, P.R. (2000). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research. 31, 459-470.
[7] Rozendaal, J.S; Minaert A; and Boekaerts (2005).The influence of teacher perceived administration of self-regulated learning on students motivation and information . Learning and Insruction.15, 141-160.
[8] Schunk D.H. and Swartz C.W. (2002): Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337-354.
[9] Schunk D.H. & Ertmer P.A. (2000), Self-regulated learning and academic learning: Self-efficacy enhancing interventions. In M. Bo
[10] Schunk D.H. & Zimmerman B.J. (1997) Social origin of Self Regulatory competence. Educational Psychologist, 32, 195-208.
[11] Shahrara, M., Solaimannegad, A. (2002). Relationship between locus of control, self-regulation and school achievement. Journal of psychology, 2, 34-56.
[12] Shonkoff J. & Phillips D. Eds. (2000). from neurons to neighbourhoods: The science of early childhood development. A report of the National Research Council. Washington, DC: National Academies Press.
[13] Vygotsky L. (1962). Though and language. Cambridge, MA: MIT Press.
[14] Weinstein, C. E., Husman, J., & Dierking, D. R. (2001). Self-regulation interventions with a focus on learning strategies. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 727–747). San Diego, CA: Academic Press.
[15] Winne P.H. and Hadwin A.F. (1998) Studying as self-regulated learning. In D.J. Hacker J. Dunlosky & A.C. Greasser (Eds). Metacognition in educational theory and practice (pp. 277-304) Hillsdale, NJ: Erlbaum
[16] Zimmerman B.J. and Kitsantas A. (2000) Acquiring writing revision skill: Shifting from process to outcome self-regulatory goals. Journal of Educational Psychology, 91,241-250.
[17] Zimmerman, B J. & Martinez-Pons, M. (1998). Development of a structured interview for assessing students’ use of self –regulated learning strategies. American Educational Research Journal. 23, 614-628.
[18] Zimmerman B.J. (2001), Theories of Self regulated learning and academic achievement: An overview and analysis. B.J. Zimmerman & D.H. Schunk (Eds), Self regulated learning and academic achievement: Theoretical Perspectives (2nd ed. pp. 39-65) Mahwah NJ: Eribaum.
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  • APA Style

    Hamilton-Ekeke, Joy-Telu. (2016). Improving Self-Regulated Learning Style amongst Students. International Journal of Secondary Education, 3(6), 72-76. https://doi.org/10.11648/j.ijsedu.s.2015030601.12

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    ACS Style

    Hamilton-Ekeke; Joy-Telu. Improving Self-Regulated Learning Style amongst Students. Int. J. Second. Educ. 2016, 3(6), 72-76. doi: 10.11648/j.ijsedu.s.2015030601.12

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    AMA Style

    Hamilton-Ekeke, Joy-Telu. Improving Self-Regulated Learning Style amongst Students. Int J Second Educ. 2016;3(6):72-76. doi: 10.11648/j.ijsedu.s.2015030601.12

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  • @article{10.11648/j.ijsedu.s.2015030601.12,
      author = {Hamilton-Ekeke and Joy-Telu},
      title = {Improving Self-Regulated Learning Style amongst Students},
      journal = {International Journal of Secondary Education},
      volume = {3},
      number = {6},
      pages = {72-76},
      doi = {10.11648/j.ijsedu.s.2015030601.12},
      url = {https://doi.org/10.11648/j.ijsedu.s.2015030601.12},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijsedu.s.2015030601.12},
      abstract = {Learning is a goal directed act, acquiring new, or modifying and reinforcing existing knowledge, behaviours, skills, values, preferences and may involve synthesizing different types of information. Learning may be viewed as a concept and like all other concepts; it lacks a generally accepted definition. However, there appear to be a consensus that it is a relatively permanent change in behaviour as a result of practice or experience. The purpose of education is not merely to enable students to accumulate facts. A major goal is that by the time students finish school; they should be able to solve problems that will enable them to be happy and successful in life and to contribute to society. To achieve this goal, students need to develop high order thinking skills through self-regulation of learning. Self-regulated learning is learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. Metacognition was regarded as a valuable term because it emphasized how the “self’ was the agent in establishing learning goals and tactics and how each individual’s perceptions of the self and task influenced the quality of learning that ensued.},
     year = {2016}
    }
    

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    AB  - Learning is a goal directed act, acquiring new, or modifying and reinforcing existing knowledge, behaviours, skills, values, preferences and may involve synthesizing different types of information. Learning may be viewed as a concept and like all other concepts; it lacks a generally accepted definition. However, there appear to be a consensus that it is a relatively permanent change in behaviour as a result of practice or experience. The purpose of education is not merely to enable students to accumulate facts. A major goal is that by the time students finish school; they should be able to solve problems that will enable them to be happy and successful in life and to contribute to society. To achieve this goal, students need to develop high order thinking skills through self-regulation of learning. Self-regulated learning is learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. Metacognition was regarded as a valuable term because it emphasized how the “self’ was the agent in establishing learning goals and tactics and how each individual’s perceptions of the self and task influenced the quality of learning that ensued.
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Author Information
  • Department of Teacher Education, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria

  • Department of Teacher Education, Niger Delta University, Wilberforce Island, Bayelsa State, Nigeria

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