Abstract
Higher education's key task is empowering students for in-depth learning, critical thinking, and assuming responsibility for learning and their future professional work. To attain these goals, students must acquire the ability to regulate their learning. This article presents the concept of self-regulated learning and the learning models and factors that contribute to the adequate application of self-regulating strategies. The latter depends on both students’ individual characteristics and contextual factors. Self-regulated learning processes can be learned and lead students to more meaningful learning, greater satisfaction in studying, and better learning outcomes.
Highlights
In the early 20th century, psychology as a science began to establish itself, knowledge of the individual’s functioning and learning was on the rise, and renowned reformers of education
It is important to stress again that developing self-regulated learning is a major task for higher education
There is consensus that the goal of higher education is developing autonomous individuals who have an in-depth knowledge of a specific field; who are willing to continue learning and broadening their knowledge to benefit society; who can make critical judgments and autonomous, responsible decisions in their future professional work (Boud, 2000; Vermunt & Donche, 2017)
Summary
In the early 20th century, psychology as a science began to establish itself, knowledge of the individual’s functioning and learning was on the rise, and renowned reformers of education Various authors list the student characteristics and abilities that are a condition for self-regulated learning: cognitive abilities and strategies, personal characteristics, prior experience and knowledge, emotional and motivational characteristics, patterns of attributions of academic success, and beliefs about oneself, learning and knowledge (Boekaerts & Cascallar, 2006; Vermunt & Donche, 2017). To focus attention on the substance of learning instead of the sequence of tasks, learning goals should specify the content (or concepts) in order to guide students to relevant study materials In their examination of the self-set goals of the students enrolled in the Learning Strategies course during a semester, McCardle et al (2017) found that students’ goals were generally very vague and lacked the above-mentioned properties; improvements across the semester were inconsistent and lower than expected. The impact of these factors changes over the years of study: in the first year of study, the use of deep processing strategies increases the use of self-regulation strategies; later, these factors seem to reinforce each other
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