Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils?

By Marko Lüftenegger, Barbara Schober, R. van de Schoot, Petra Wagner, M. Finsterwald, Christiane Spiel. 2012

154 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b4468c3ade6e6679e91054fe29e2161a9884d301

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Gender stereotypes in education: Development, consequences, and interventions (2018, background): “…is robust evidence that in addition to teachers’ attitudes, also their instructional practices influence gender differences; for example, gender differences in classes decrease when teachers are able to foster aspects of individualization, autonomy and self-regulation (Lüftenegger et al., 2012).”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “Instead, the focus has shifted to equipping students to become self-regulated, lifelong learners (Cohen, 2012; Luftenegger et al., 2012; Winne, 2013).”
Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School (2012, background): “As self-regulated learning represents an important factor for academic and lifelong learning [80], teaching these strategies should be integrated into regular elementary school lessons in order to improve the development of advantageous learning behavior as early as possible.”
Mathematically gifted students and high achievement: the role of motivation and classroom structure (2015, result): “These results are also in accordance with previous findings (Deci, Eghrari, Patrick, & Leone, 1994; Lüftenegger et al., 2012), as the degree of perceived autonomy in a classroom is associated with students’ interest and mastery goal orientation and self-efficacy.”