Self-Regulated Learning

CHAPTER II

REVIEW OF RELATED LITERATURE This chapter presents the thematic presentation of related knowledge which provided the researcher some pertinent background and relevant information in determining the proper technique applied in this study.

Self-Regulated Learning The continuously increasing number of students per classroom, changing economic, technological conditions of life, and global crisis that affect education require individuals to solve a wide range of problems they have never seen before. In such challenging tasks, people must acquire life-long learning skills to reach their goals. To adapt to the challenges of life, they need to be self-regulated and motivated in life. Mathematics should be regarded as a subject which is

In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence (as opposed to fixed views of intelligence) and attribute their successes or failures to factors (e.g., effort expended on a task, effective use of strategies) within their control (Dweck & Leggett, 1988; Dweck, 2002). Finally, students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success (Perry et al., 2006). In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy (Pintrich & Schunk, 2002). In the educational psychology literature, researchers have linked these characteristics to success in and beyond school (Pintrich, 2000; Winne & Perry,

According to Clark (2003, p183), “Learners need higher self-regulatory skills to successfully initiate and complete self-directed learning than they need for classroom instruction.” Metacognitive strategies include changing behaviors based on the successes or lack of successes of those behaviors. Within formal learning situations, learners who were able to use metacognitive strategies would be able to adjust study techniques, activities within learning areas, and assignments based on past performance.

Moreover, according to Pintrich (1999) meta-cognitive and cognitive strategy include resource-management activities like time and effort management, seeking help from others, seeking information, and structuring environment for learning. Resource management activities can occur differently depending on what prior knowledge about students have in the subject and what resources they can use. The activities for resource management are not directly related to cognitive and meta-cognitive activities (Pintrich, 1999) but they are important for academic success (Hofer, Yu, and Pintrich,