Learner autonomy, self regulation and metacognition
Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989) study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005) focus on personal outcome such as effort or...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Kura Publishing
2009-10-01
|
| Series: | International Electronic Journal of Elementary Education |
| Subjects: | |
| Online Access: | https://iejee.com/index.php/IEJEE/article/view/257 |
| _version_ | 1797909736357625856 |
|---|---|
| author | Feryal Çubukcu |
| author_facet | Feryal Çubukcu |
| author_sort | Feryal Çubukcu |
| collection | DOAJ |
| description | Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989) study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005) focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007) examine students’ self regulated learning strategies
whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989) believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self
regulation, metacognition and autonomy. |
| first_indexed | 2024-04-10T11:13:19Z |
| format | Article |
| id | doaj.art-0bb1181f99d945cd8305a7cc6590ae7e |
| institution | Directory Open Access Journal |
| issn | 1307-9298 1307-9298 |
| language | English |
| last_indexed | 2024-04-10T11:13:19Z |
| publishDate | 2009-10-01 |
| publisher | Kura Publishing |
| record_format | Article |
| series | International Electronic Journal of Elementary Education |
| spelling | doaj.art-0bb1181f99d945cd8305a7cc6590ae7e2023-02-15T16:18:57ZengKura PublishingInternational Electronic Journal of Elementary Education1307-92981307-92982009-10-01215364Learner autonomy, self regulation and metacognitionFeryal Çubukcu0Dokuz Eylul UniversityDifferent theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989) study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005) focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007) examine students’ self regulated learning strategies whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989) believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self regulation, metacognition and autonomy.https://iejee.com/index.php/IEJEE/article/view/257learner autonomyself regulationmetacognition. |
| spellingShingle | Feryal Çubukcu Learner autonomy, self regulation and metacognition International Electronic Journal of Elementary Education learner autonomy self regulation metacognition. |
| title | Learner autonomy, self regulation and metacognition |
| title_full | Learner autonomy, self regulation and metacognition |
| title_fullStr | Learner autonomy, self regulation and metacognition |
| title_full_unstemmed | Learner autonomy, self regulation and metacognition |
| title_short | Learner autonomy, self regulation and metacognition |
| title_sort | learner autonomy self regulation and metacognition |
| topic | learner autonomy self regulation metacognition. |
| url | https://iejee.com/index.php/IEJEE/article/view/257 |
| work_keys_str_mv | AT feryalcubukcu learnerautonomyselfregulationandmetacognition |