Психологически особености на моделите на саморегулираното учене

Автори:
Страници: 92-103
DOI: https://doi.org/10.54664/FDGY4288

Резюме:

This theoretical review presents classic and modern attempts to define and interpret self-regulated learning by identifying its more important essential and differential characteristics. All this is done in the light of the shifting focus of scientific analysis from individual learning abilities and the impact of the environment as “fixed” wholes, to manifestations of initiative, perseverance, active commitment and self-regulation designed to enhance personal wellbeing, academic performance and improve the organization of learning and selfpreparation. Specifically, individual psychological aspects are presented in three of the most popular models of self-regulated learning, developed respectively by В. Zimmerman, M. Boekaerts, P. Pintrich.

Ключови думи:

Self-regulated learning; Models of self-regulated learning.

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