A New Theoretical Construct in the Concept of Self-Regulated Learning

Abstract

The following work is a reflection based on extensive bibliographical study that attempts to shed light on the importance of self-regulated learning in educational contexts. In these last years, several terms have been used interchangeably to refer to self-regulated learning. Among these terms, particularly noteworthy are the terms of self-directed learning, autonomous learning, independent learning, and self-learning. Nonetheless, the term self-regulated learning is the one that has prevailed. Selfregulated learning is a type of technical learning in which the learner manages his/her cognition, behaviour, affection and motivations actively and responsively (all of which are systematically oriented to achieving the set goals. Self-regulated learning is a new construct that considers the various types of cognitive, metacognitive, motivational, contextual and behavioural variables, all of which lead to a quality learning process. Students who self regulate their learning and studying processes are more active, effective and efficient and demonstrate substantially higher levels of motivation. Key-Words: Self-Regulated Learning, Metacognition, Self-Perceptions, Creating Writing, Self-Analysis.