Self-regulated learning

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Self-regulated learning is a form of learning in which, depending on the type of learning motivation, the person takes one or more control measures (cognitive, metacognitive, volitional or behavioral) and monitors the progress of the learning process himself (Schiefele & Pekrun, 1996, p . 258; see also self-employment ).

The individual motivation to learn depends on the performance motivation , the interest and the intrinsic motivation of the learner. Highly motivated learners spend more time on learning activities and do them more often and more regularly (Ludwig, 1982). Interest causes an intensification of the learning effort (Schiefele, Wild & Winteler, 1995). Intrinsic motivation goes hand in hand with the use of more in-depth learning strategies, whereas extrinsic motivation to learn is associated with superficial learning (Schiefele & Schreier, 1994).

As processes, the above-mentioned control measures represent the prerequisites for self-regulated learning.

  1. Metacognitive processes occur, which are composed of activities such as planning, setting goals, monitoring and evaluating the learning progress during learning.
  2. Motivational and volitional processes can be recorded in which the learner reports greater self-efficacy and interest, initiates learning activities independently, shows an extraordinary willingness to make efforts and perseverance while learning.
  3. Behavioral processes ( learning strategies ) are shown in which the learner selects, creates and structures his learning environments in such a way that they optimize the learning process. The learner specifically looks for information and places that maximize the likelihood of learning success, he guides himself in learning and he rewards himself for proven increases in performance .

literature

  • U. Schiefele, K.-P. Wild, A. Winteler (1995). Learning effort and elaboration strategies as mediators of the relationship between study interest and study performance. Journal for Educational Psychology, 9 (3/4), 181–188.
  • U. Schiefele, R. Pekrun (1996): Psychological models of self-directed and externally controlled learning. In: Franz Emanuel Weinert (Ed.): Psychology of learning and instruction (= Encyclopedia of Psychology, Series Pedagogical Psychology, Vol. 2). Göttingen: Hogrefe. 249-278.
  • Christoph Türcke : Teachers' twilight: What the new learning culture does in schools . CH Beck, Munich 2016, ISBN 3-406-688829 .
  • Michael Felten: Only learning guides? Nonsense, teacher !: Praise the direction of teaching . Cornelsen Verlag, Berlin, ISBN 978-3-589-15847-8 .