Self-regulatory dimensions of academic learning and motivation.

Publisher Summary This chapter discusses the self-regulatory dimensions of academic learning and motivation. Educators have grown increasingly skeptical about explanations of learning and motivation that emphasize limitations of learners' abilities and social environmental backgrounds and have turned their attention to students' strategic efforts to manage their own achievement through specific beliefs and processes. Most current efforts to define the “self-regulation of academic learning” have adopted multidimensional criteria, which stress personal metacognitive, motivational, behavioral, and environmental processes used to enhance academic achievement. This chapter describes the self regulation of achievers and underachievers, dimensions of academic self regulation, and research on self-regulatory beliefs and processes in detail. The strategic qualities of self-regulated learners enable investigators to explain educational findings that conflict with fixed views of human functioning, such as exemplary achievement by minority students from disadvantaged backgrounds attending inner city schools as well as underachievement of youngsters from more fortunate backgrounds. The research on self-regulatory beliefs and processes may be divided into four sections such as, self-motivational techniques, self-regulatory methods and time management, self-regulation of performance, and regulating one's own physical and social environment. Students' use of learning strategies and self-monitoring of academic progress can strengthen their self-efficacy beliefs and intrinsic motivation.

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