Self-regulation in learning: Application of strategies and roles of orientation towards goals

Abstract

This paper presents different views on self-regulation in the process of learning. What is shown is the model in which self-regulation is treated as the interaction of processes connected to personality, behavioral and contextual processes. The regulation processes are organized in several phases, and within each phase self-regulatory activities are structured in different fields. Special attention is paid to the application of strategies - cognitive, meta-cognitive, motivational and strategies of resource management. As a critical component of self-regulation, the monitoring and the steps it consists of were discussed in more detail. The emphasis is on the role of feedback in monitoring, as well as on the wider significance it has for self-regulation in the process of learning. Since orientation towards the goal is considered an essential aspect of self-regulation, what was performed was the analysis of the results and implications of different researches of the relation of pupils’ orientations towards the goals with regulation of the process of learning. The possibilities for encouraging self-regulation in the tuition process were considered. By enabling pupils to make decisions, set their own goals, perform the choice and plan and organize their activities, the development of self-regulation and autonomy is encouraged. The guidelines for planning the training aimed towards the development of strategy behavior in pupils are stated. What is presented are the different methods which are applied within the model and interventions in tuition directed towards encouragement of self-regulation.

U radu su predstavljena različita shvatanja o samoregulaciji u procesu učenja. Prikazan je model u kome je samoregulacija tretirana kao interakcija procesa vezanih za ličnost, bihejvioralnih i kontekstualnih procesa. Procesi regulacije organizovani su u više faza, a u okviru svake faze samoregulativne aktivnosti su struktuirane u različitim oblastima. Posebna pažnja posvećena je primeni strategija - kognitivnih, metakognitivnih, motivacionih i strategija upravljanja resursima. Kao kritična komponenta samoregulacije, detaljnije je razmatrano praćenje i koraci od kojih se sastoji. Ističe se uloga povratne informacije u praćenju, kao i širi značaj koji ona ima za samoregulaciju u procesu učenja. Pošto se usmerenost ka cilju smatra suštinskim aspektom samoregulacije, analizirani su rezultati i implikacije različitih istraživanja odnosa orijentacija učenika na ciljeve sa regulacijom procesa učenja. Razmatrane su mogućnosti podsticanja samoregulacije u nastavnom procesu. Omogućavanjem učenicima da donose odluke, postavljaju sopstvene ciljeve, vrše izbor i planiraju i organizuju aktivnosti, podstiče se razvoj samousmerenja i autonomije. Navedene su smernice za planiranje obuke usmerene na razvijanje strategijskog ponašanja kod učenika. Predstavljene su različite metode koje se primenjuju u okviru modela i intervencija u nastavi usmerenih na podsticanje samoregulacije.