Self-regulated learning in higher education: identifying key component processes

By Simon Cassidy *. 2011

166 citations recorded by the source corpus.

The concept of self-regulated learning is becoming increasingly relevant in the study of learning and academic achievement, especially in higher education, where quite distinctive demands are placed on students. Though several key theoretical perspectives have been advanced for self-regulated learning, there is consensus regarding the central role played by student perceptions of themselves as learners. There are two general aims of this positional article. The first is to emphasise self-regulated learning as a relevant and valuable concept in higher education. The second is to promote the study of those constituent elements considered most likely to develop our understanding beyond a mere description of those processes thought to be involved in self-regulated learning. A case is presented for learning style, academic control beliefs and student self-evaluation as key constructs which contribute to an increased understanding of student self-regulated learning, and which facilitate the application of self-regulated learning in pedagogy by enhancing its tangibility and utility.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/9499498a45e28fc90dd4206dadc3c31d64751380

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

College Students’ Time Management: a Self-Regulated Learning Perspective (2020, background): “SRL has proven to be an effective model for understanding university students’ academic functioning (Cassidy 2011; Pintrich and Zusho 2007) and, with notable limitations discussed below, recognizes the importance of time management.”