This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via HighWire Citing Articles via Google Scholar Google Scholar Articles by Iran-Nejad, A. Search for Related Content Social Bookmarking                   What's this?

Active and Dynamic Self-Regulation of Learning Processes

University of Alabama

It is generally assumed that learning is internalization of externally available knowledge and occurs under the active control of one internal source of self-regulation: executive self-regulation. This article argues that these assumptions undermine the creative and multisource nature of learning, limit its domain to incremental learning of facts and definitions, and are largely responsible for achievement and motivational problems children experience in schools. The article defines learning as creative reconceptualization of internal knowledge and proposes two different sources of internal self-regulation: one to regulate largely the sequential aspect of learning and another to coordinate its simultaneous aspect. To extend the domain of learning beyond incremental memorization of facts, both sources of internal self-regulation must be the target of cognitive and metacognitive instruction and research.

CiteULike    Connotea    Del.icio.us    Digg    Reddit    Technorati    What's this?

This article has been cited by other articles:

				L. CORNO The Best-Laid Plans: Modern Conceptions of Volition and Educational Research Educational Researcher, March 1, 1993; 22(2): 14 - 22. [Abstract] [PDF]