Annual Review of Psychology· 2012Q1· Review
Self-Regulated Learning: Beliefs, Techniques, and Illusions
- 1,418citations
- Q1SCImago
- 2012year
Short summary
Learners often misjudge their own learning due to faulty mental models, leading to ineffective self-management despite increased opportunities for independent learning.
AI-generated from the title and abstract; the full text is not read.
Key points
- Learners often have faulty mental models of their own learning and memory.
- Misjudgments in learning assessment and management are common.
- Current performance and subjective fluency significantly impact self-assessments of learning.
- Societal attitudes can sometimes impede individuals from becoming maximally effective learners.
AI-generated from the title and abstract; the full text is not read.
Abstract
Knowing how to manage one's own learning has become increasingly important in recent years, as both the need and the opportunities for individuals to learn on their own outside of formal classroom settings have grown. During that same period, however, research on learning, memory, and metacognitive processes has provided evidence that people often have a faulty mental model of how they learn and remember, making them prone to both misassessing and mismanaging their own learning. After a discussion of what learners need to understand in order to become effective stewards of their own learning, we first review research on what people believe about how they learn and then review research on how people's ongoing assessments of their own learning are influenced by current performance and the subjective sense of fluency. We conclude with a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners.
The authors' abstract, as published at the source. Annual Review of Psychology, 2012 · DOI ↗
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Field: Developmental and Educational Psychology
Developmental and Educational PsychologyPsychology