Abstract
Accepting responsibility for one's learning is not only an important variable that influences effective learning, but is also one of the main characteristics of selfregulated learning. Self-regulated learners know how to use their knowledge of the personal (e.g. goal setting) and behavioural variables (e.g. learning strategies) that affect learning to their advantage. Within the context of self-regulated learning, much emphasis is placed on the role of the self and self-knowledge. In this article self-regulated learning and the role of the self are evaluated from a Christian perspective. In the research underlying this article it was established that, although there were some statistically significant relationships between some personal and behavioural variables and the self-regulated learning abilities of African students, these relationships were not of practical significance. The results of the research led to the conclusion that the subjects lacked knowledge of themselves as learners.
Highlights
The poor academic achievement o f African learners as reflected in the yearly matric results has been contributed to, inter alia, learners who neither study nor feel responsible for their failures at school (Mthembu, 1993:2), while successes in the 1996 matric exams were contributed to high levels o f co-operation between parents, principals, teachers and learners, disciplined determination, and confidence, committed teachers and a culture of teaching and learning (Anon., Koers 63(1 & 2) 1998:117-129
The importance of taking responsibility for one’s learning is borne out by Curriculum 2005 which, through a system of Outcomes-based Education (OBE), has as some of its aims learners who take more responsibility for their own learning, learners who are able to make appropriate learning decisions, who are independent in their learning and thinking, are self-assessing, and organize and manage themselves and their activities (Anon., 1997b: 18, 24)
The aim of the research underlying this article was to determine the relationship between personal variables, such as goal setting and self-efficacy, and behavioural variables, such as learning strategies, and the self regulated learning abilities of African learners
Summary
The poor academic achievement o f African learners as reflected in the yearly matric results has been contributed to, inter alia, learners who neither study nor feel responsible for their failures at school (Mthembu, 1993:2), while successes in the 1996 matric exams were contributed to high levels o f co-operation between parents, principals, teachers and learners, disciplined determination, and confidence, committed teachers and a culture of teaching and learning (Anon., Koers 63(1 & 2) 1998:117-129. Feeling responsible for one’s successes and failures is an important prerequisite for effective learning and success at school. The importance of taking responsibility for one’s learning is borne out by Curriculum 2005 which, through a system of Outcomes-based Education (OBE), has as some of its aims learners who take more responsibility for their own learning, learners who are able to make appropriate learning decisions, who are independent in their learning and thinking, are self-assessing, and organize and manage themselves and their activities (Anon., 1997b: 18, 24). OBE considers taking responsibility for one’s own learning, and developing into independent or autonomous learners as important educational goals. Taking responsibility for one’s own learning is one o f the important characteristics of self-regulated learners (Zimmerman, 1990:4)
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