Critical Reflection: Self-Regulated Learning

Critical Reflection

Various definitions can be provided to explain the word “learning”, it is the attainment of knowledge or skills over study, experience, or being taught or as …. says “ ..process of acquiring new skills and knowledge”(*). As Richard S. Newman states “Dealing with academic adversity is a critical part of learning” (Newman, 2002). Which conveys that to learn, it’s a necessity approach academic difficulties. There are numerous techniques of learning which each individual confronts when encountering academic study complications. As Zimmerman exclaims, “self- regulated learning is not a mental ability or an academic performance skills; rather it is the self-directive process by which leaners transform their mental abilities into

But when facing higher level of education, we are approached with countless challenges for learning from different aspects, it is then we adapt from our experiences and instincts of what level is required of us. “If a student fails to understand some aspects of a lesson in class, he or she must possess the self-awareness and strategic knowledge to take corrective action” (Zimmerman, 2000, p65). As Zimmerman exclaimed that we ought to be “self-aware”, to be self-aware is to comprehend and perceive our particular strengths and weaknesses to face these issues and adjust to be successful in tertiary education. As Zimmerman says, “this perspective focused instead on what students need to know about them self in order to manage their limitations during efforts to learn…” (Zimmerman, 2000). There are limitations for myself which are essential to be self-aware and obligatory to be deliberated in order to complete higher education. Firstly, the primary concern for my learning capabilities is the organisation skills, procrastination and motivation, which I understand it is a contagious epidemic but it is a

(2001). Social cognitive theory and self- regulated learning. In B.J. Zimmerman & D.H Schunk (Eds.), Self-regulated learning and aca- demic achievement: Theoretical perspectives (2nd ed., pp. 125-152). Mahwah, NJ: Erlbaum.

• Zimmerman, B.J. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B.J. Zimmerman & D.H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (2nd ed., pp. 1-37). Mahwah, NJ: Erlbaum.

• Newman, R.S. (2000). Social influences on the devel- opment of children’s adaptive help seeking: The role of parents, teachers, and peers. Developmen- tal Review 20,