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Commentary on self-regulation in school contexts

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Dale H. Schunk, Dean (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/

Abstract: Recent years have witnessed increasing academic self-regulation research. Researchers have compared good with poor self-regulators to determine key processes; examined the relations among self-regulation, motivation, and learning; explored the development of self-regulatory skills; and conducted interventions to improve students’ self-regulation. The present articles by Perels et al. and Rozendaal et al. describe interventions that improved students’ self-regulation. Perels et al. showed that combining training on self-regulation with problem-solving instruction was especially effective in enhancing self-regulation and achievement. Rozendaal et al. found that teachers who practiced collaborative interactive teaching strategies promoted deep-level cognitive processing in their students. Suggestions for future research in school contexts are provided.

Additional Information

Publication
Learning and Instruction, 15, 173-177.
Language: English
Date: 2005
Keywords
Behavior regulation, Motivation, Learning, Student self-control, Intrinsic motivation, Academic achievement