Self-regulated learning: an overview of metacognition, motivation and behaviour

The following review provides a synthesised summary of self-regulated learning in relation to metacognition, motivation and behaviour. It provides evidence regarding the need for, and benefits of, self-regulated learning. The implications for teachers are also specified in the review. These include the importance of acknowledging the social nature of self-regulated learning and supporting learners in setting goals and monitoring progress. The literature emphasises the importance of facilitating intrinsic motivation and avoiding the use of extrinsic motivation such as tangible rewards. Process orientated teaching is also addressed as it is recognised as an effective teacher practice associated with self-regulated learning.

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