Components of Self-regulated Learning; Implications for School Performance

Codruţa Mih, Babes-Bolyai University (Romania)

Viorel Mih, Babes-Bolyai University (Romania)

 

Abstract: Self-regulated schoollearningbehavior includes the activation of a relatively large number ofpsychologicaldimensions. Among the most important self-regulation constructsthat influenceschool learning are: learning goals, personal self-efficacy,metacognition andtest-anxiety. The adaptive functioning of these is associatedwith highperformance at school and advanced learning competency. Previousstudies haveidentified numerous correlations between the above mentionedvariables. Thus,different learning goals determine different evolutiontrajectories. Competencyand performance goals can activate cognitive,motivational, affective strategiesand differences in performance. Advancedmetacognition is linked with highself-efficacy and good learning achievements.Competency goals are goodpredictors of advanced processing. Competent pupilsmore frequently use in-depthprocessing and a high level of critical thinking,being more able to useself-regulated learning in comparison to less competentstudents. As schoolyears advance, particular constructs show a specificevolution pattern,described in the present study.

Key words: self-regulated learning, metacognition, cognitiv regulation, motivational regulation, emotional regulation, school performance

 

Received 2 February 2010, accepted 3 March 2010

Pages 39-48.          Download PDF