Inherent Details of Self-Regulated Learning Include Student Perceptions

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

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.

Additional Information

Educational Psychologist, 30, 213-216.
Language: English
Date: 1995
Self-motivation, Students, Intrinsic motivation, Cognition, Self-efficacy

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