The role of self-regulation in different approaches to learning
The paper presents the results of an empirical study aimed at analysing the role of self-regulation in different approaches to learning that were established in the previous studies. We examined whether certain categories of metacognitive strategies were present in the deep, surface and...
Main Author: | |
---|---|
Format: | Article |
Language: | srp |
Published: |
Institute for Educational Research, Belgrade
2014-01-01
|
Series: | Zbornik: Institut za Pedagoška Istraživanja |
Subjects: | |
Online Access: | http://www.doiserbia.nb.rs/img/doi/0579-6431/2014/0579-64311402251M.pdf |
Summary: | The paper presents the results of an empirical study aimed at analysing the
role of self-regulation in different approaches to learning that were
established in the previous studies. We examined whether certain categories
of metacognitive strategies were present in the deep, surface and
achievement-oriented approach. The sample included 560 first- to fifth-year
students of the Teacher Training Faculty, the Faculty of Philosophy and the
Faculty of Philology of the University of Belgrade. A shorter version of the
Instrument for measuring learning goals and strategies was applied. The
previous research had established that learning goals and strategies
comprised by this instrument were grouped into three second-order factors:
the surface, deep and achievement-oriented approach to learning. The items
from the Scale of students’ metacognitive strategies were included. Factor
analysis confirmed the existence of the three approaches to learning that
include learning goals and strategies. We analysed the frequency of
individual approaches to learning on the total sample, the frequency of
individual approaches in the respondents of different gender and the
correlations of the approach to learning with the age, year of studies and
academic achievement. Different metacognitive strategies contribute to the
defining of the deep and achievement-oriented approach to learning, but they
do not occur in the surface approach to learning. According to the obtained
findings, self-regulation can play different roles in accordance with the
goals set by students and the strategies used in learning. The results of
this study point to possible directions of encouraging the deep approach to
learning and self-regulation at the university level, as well as in primary
and secondary school. [Projekat Ministarstva nauke Republike Srbije, br.
179034: Od podsticanja inicijative, saradnje, stvaralaštva u obrazovanju do
novih uloga i identiteta u društvu i br. 47008: Unapređivanje kvaliteta i
dostupnosti obrazovanja u procesima modernizacije Srbije] |
---|---|
ISSN: | 0579-6431 1820-9270 |