Development of self-regulation at university studies

Research output: Contribution to journalArticle

Abstract

The article presents an on-going discussion whether learners can become self-regulated during their studies. Four stages of self-regulation have been identified: initial self-projecting, self-monitoring, self-reflecting and final self-projecting stage. The results of students’ feedback questionnaire which included SWOT analysis, the analysis of motivational factors and self-reflection on the learning outcomes learning are analysed. A shift from self-monitoring stage to self-reflecting stage is revealed. The paper also describes students’ willingness to self-monitor their learning process when they are asked to take responsibility for learning outcomes. The conclusion is drawn that students find it difficult to self-monitor when given full responsibility. It is also revealed that writing reflection pages help to self-reflect on the learning outcomes.
Original languageEnglish
Pages (from-to)162-169
JournalSantalka = Coactivity: Filologija. Edukologija
Volume21
Issue number2
DOIs
Publication statusPublished - 2013

Fingerprint

self-regulation
university
learning
monitoring
responsibility
student
reflexivity
learning process
questionnaire

Keywords

  • Self-regulation stages
  • Motivation
  • Self-reflection

Cite this

Development of self-regulation at university studies. / Šliogerienė , Jolita.

In: Santalka = Coactivity: Filologija. Edukologija, Vol. 21, No. 2, 2013, p. 162-169.

Research output: Contribution to journalArticle

@article{e9a66ef24aaf420c9168f2d0a3fda374,
title = "Development of self-regulation at university studies",
abstract = "The article presents an on-going discussion whether learners can become self-regulated during their studies. Four stages of self-regulation have been identified: initial self-projecting, self-monitoring, self-reflecting and final self-projecting stage. The results of students’ feedback questionnaire which included SWOT analysis, the analysis of motivational factors and self-reflection on the learning outcomes learning are analysed. A shift from self-monitoring stage to self-reflecting stage is revealed. The paper also describes students’ willingness to self-monitor their learning process when they are asked to take responsibility for learning outcomes. The conclusion is drawn that students find it difficult to self-monitor when given full responsibility. It is also revealed that writing reflection pages help to self-reflect on the learning outcomes.",
keywords = "Self-regulation stages, Motivation, Self-reflection",
author = "Jolita Šliogerienė",
year = "2013",
doi = "10.3846/cpe.2013.17",
language = "English",
volume = "21",
pages = "162--169",
journal = "Santalka = Coactivity: Filologija. Edukologija",
issn = "1822-430X",
publisher = "Technika",
number = "2",

}

TY - JOUR

T1 - Development of self-regulation at university studies

AU - Šliogerienė , Jolita

PY - 2013

Y1 - 2013

N2 - The article presents an on-going discussion whether learners can become self-regulated during their studies. Four stages of self-regulation have been identified: initial self-projecting, self-monitoring, self-reflecting and final self-projecting stage. The results of students’ feedback questionnaire which included SWOT analysis, the analysis of motivational factors and self-reflection on the learning outcomes learning are analysed. A shift from self-monitoring stage to self-reflecting stage is revealed. The paper also describes students’ willingness to self-monitor their learning process when they are asked to take responsibility for learning outcomes. The conclusion is drawn that students find it difficult to self-monitor when given full responsibility. It is also revealed that writing reflection pages help to self-reflect on the learning outcomes.

AB - The article presents an on-going discussion whether learners can become self-regulated during their studies. Four stages of self-regulation have been identified: initial self-projecting, self-monitoring, self-reflecting and final self-projecting stage. The results of students’ feedback questionnaire which included SWOT analysis, the analysis of motivational factors and self-reflection on the learning outcomes learning are analysed. A shift from self-monitoring stage to self-reflecting stage is revealed. The paper also describes students’ willingness to self-monitor their learning process when they are asked to take responsibility for learning outcomes. The conclusion is drawn that students find it difficult to self-monitor when given full responsibility. It is also revealed that writing reflection pages help to self-reflect on the learning outcomes.

KW - Self-regulation stages

KW - Motivation

KW - Self-reflection

U2 - 10.3846/cpe.2013.17

DO - 10.3846/cpe.2013.17

M3 - Article

VL - 21

SP - 162

EP - 169

JO - Santalka = Coactivity: Filologija. Edukologija

JF - Santalka = Coactivity: Filologija. Edukologija

SN - 1822-430X

IS - 2

ER -