Inherent details of self-regulated learning include student perceptions

Abstract

Winne' s (1995) thoughtful and proactive article stressed the role of metacognitive processes in self-regulated learning. Although metacognition and forms of knowledge are important, they provide an incomplete picture of the processes involved in self-regulation. Theoretical and empirical evidence support the inclusion of student perceptions and motivational processes as integral components of self-regulation. Research incorporating the operation of student knowledge and perceptions will make a significant contribution to the self-regulation literature and have important implications for instruction.