Self-Regulation And Personality

f this chapter is to present a summary of relevant literature in order to explore the study of self-regulation and personality. In so doing, several sections have been included.
The first section covers theoretical foundations of self-regulation and its components. In the second section, the development of personality theories from lexical approach to Big Five and NEO model of personality has been presented. Then some studies which have used big five inventories have been briefly explained. And the third section is about the studies on the relationship of personality and self-regulation.
2.2. Self –Regulation
2.2.1. Definitions of self-regulation
Self-regulation is somewhat easier to define than understand. It has been described as “the process

453). This description is similar to what Zimmerman (2000) terms a “Triadic Definition of SRL” including the interaction of a) environmental self-regulation engaging the examination and adapting of environmental conditions, b) personal self-regulation taking in the adjustment of cognitive and affective states and c) behavioral self-regulation embracing self-consideration and strategically adjusting performance. Zimmerman (2001) indicates that there are three general features in almost all definitions. Firstly, all definitions say that students are assumed to be aware of the potential usefulness of self-regulation processes in increasing their academic achievement. Secondly, there is a self-oriented cyclical process or the feedback circuit during learning in which students can monitor the effectiveness of their learning methods or strategies and answer this feedback in a variety of ways; it may be covertly (self-perception) or overtly (behavior). Thirdly, all of these definitions explain why and how students select to apply a special self-regulated process, strategy or

Knowledge about cognition emphasizes the appraisal of one’s cognitive process and one’s own awareness; while regulation of cognition takes into account self-regulation and strategies leading to the achievement of self-regulation (Baker & Brown, 1984). Metacognition is significant in reading comprehension, communication, language, self-instruction, acquisition, attention, social cognition, self-control, memory, writing, problem solving, and personality development (Flavell, 1979). Metacognition enables people to learn and acquire the knowledge strategically and deal with new information predominantly (Everson & Tobias, 1998). While different approaches to learning literature have been criticized for failing to pay enough attention to the agency of the learner (Boshier & Huang, 2008; Haggis, 2003), metacognition has been valued as central to self-regulation and accounts of agency in learning (Kluwe 1982, cited in Dunlosky, Graesser, & Hacker,