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Self Regulated Learning Research Paper

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Self-regulated Learning: A Compatible Concept

Husain Abdulhay
University of Kashan, Iran husainabdolhay@yahoo.com Abstract: Issue of self versus other is also diligently stressed and applied in education so as to put person at the helm of situation, not a pawn at the mercy of circumstances. In the same vein, this study aims to draw attention to a newly developed concept of learning which overemphasizes the role of individual learner in attunement of his thought, emotions and strategies to accelerate and escalate the extent of his acquisition. To do so, an overview of this new phenomenon known as self-regulated learning is given at first and evidence attesting to the fruitfulness and utility of such strategy is dispensed in the following. …show more content…

Research in educational domain is likewise exploiting this advancement by highlighting all aspects of individuals which are worth the investigation and consideration for an effective learning to occur. This prompted researchers to pedagogically extend an operational definition for self-regulated learning.

Learners are much more valued in the contemporary educational system in so far as their roles as the builders of knowledge are more gratified. SR is congruent with constructivism and learner-centered education. Self-regulated learning is in parallel with constructivist view of learning and teaching in that it puts learner at the epicenter of learning and construction of knowledge and, hence, it merits more heed in contemporary education. Constructivism underscores the importance of individual self in building meaning (Vygotsky, 1978). Learners act as an umpire of feeding inlet of knowledge to …show more content…

Al-Harthy and Was (2010) seal the positive direct effects of metacognitive self-regulation on deep learning strategies and on self-regulatory strategies.

Susimesta (2006) states that drawing a boundary line between cognition skills and strategies and metacognition skills and strategies is sometimes difficult. In an attempt to identify the theoretical and empirical boundary line between self-regulation, self-regulated learning and metaconition. Al-Harthy and Christopher, (2010) cited a study by Dinsmore, Alexander, and Loughlin (2008) that dissected 225 studies and concluded that metacognition is so pertained to cognitive orientation while self-regulation more to human action .

It should be mentioned that albeit the mecognitivley aware students show better performance and are more strategic learners than those less cognizant of (Zimmerman and Martinez-Pons, 1990), there is some inconsistency between findings in some researches. Study carried out by Pokay and Blumenfeld (1990) that showed the negative relationship between meatcognitive strategy use and achievement . To quote Zimmerman (1995), “it is one thing to possess metacognitive knowledge and skill but another thing to be able to self-regulate its use in the face of fatigue, stressors, or competing attractions” (p.

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John Flavell originated the term metacognition in the late 1970’s. He defined this, in its basic meaning, as “thinking about thinking”. Over the years the components and definitions have been outlined and expanded upon. Metacognition is divided into two components that include knowledge about thinking and the regulation of thoughts and, both of these components are broken down into three more areas. First we’ll review what knowledge of thinking means.

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Introduction: Clear, concise, and cohesive: all necessities of an argument. Matthew Sanders, a college professor at the University of Utah, writes in his online bio that he enjoys analyzing the ways of teaching and learning, which is exactly what Sanders does in his book. In Matthew L, Sanders’ book Becoming a Learner: Realizing the Opportunity of Education he argues that college is meant to develop a person into a greater being not to teach them job skills. To develop Sanders’ claim, learning is more than just retaining facts, he correctly aligns his rhetorical situation and uses elements of generative and persuasive arguments. These techniques can include new angles, appeals, storytelling, and many other strategies to influence its readers

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The overall goal of the book is to give guidance and understanding of how to help a student regulate themselves in given situations so they can complete a desired task. Often, students with self-regulation issues appear as students that are not trying hard enough to complete a task or defiant toward a task and are trying to get out of a task (McClelland, "Development and Self-Regulation"). However, the students are more likely trying to regulate themselves through actions that are not appropriate to the external situation. I have experienced students with self-regulation issues.

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In the Educational Leadership article entitle “The Boss of My Brain”, authors Donna Wilson and Marcus Conyers examines the explicit instruction in metacognition. Researchers stated that “explicit instruction in metacognition puts students in charge of their learning.” It was also stated that “meta-cognition supports learning by enabling us to actively think about which cognitive strategies can help achieve learning, how we should apply those strategies, how we can review our progress, and whether we need to adjust our thinking.” I believe this a unique teaching tool for teachers to implement with their students. With the use of metacognition, students whether they are struggling learners or gifted can learn how to use a variety of cognitive strategies to help improve their learning.

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