Self-Regulated Learning in Higher Education

• Mansurovna Sirazieva, Liliya ^[1] ; Akhatovna Fakhrutdinova, Rezida ^[1] ; Leonidovna Kamasheva, Julia ^[3] ; Leikin, Mark ^[2]
  1. [1] Kazan Federal University

     Kazan Federal University

     Rusia

     
  2. [2] University of Haifa

     University of Haifa

     Israel

     
  3. [3] Kazan Innovative University

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• Localización: Revista Publicando, ISSN-e 1390-9304, Vol. 4, Nº. 13, 2, 2017, págs. 691-699
• Idioma: inglés
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• Resumen

  • Self-regulated learning (SRL) is highly meaningful in the context of higher education. According to the educational standards of higher professional education in Russia up to 70% of all educational time is to be spent on student’s self-study.  In this prospective the role of self-regulated learning becomes significant and its promoting tends to be important in the process of teaching and learning. Self-regulated learning involves metacognitive, motivational, and behavioral processes that are personally initiated to acquire knowledge and skill, such as goal setting, planning, learning strategies, self-reinforcement, self-recording, and self-instruction. Moreover, strategy use is the crucial element for defining self-regulated learners. Whereas teachers should allow students to gain awareness of this process, learn how to control it, how to apply SRL strategies and learn more effectively. This article will define self-regulated learning, including SRL stages, SRL strategies and the role of teachers in promoting SRL in the context of higher education.