Self-Regulated Learning: An Analysis

Due to importance of self-regulation in learning, term ‘self-regulated learning’ has developed. Educational psychologists consider self-regulated learning essential for successful learning. What is more, self-regulation and self-regulated learning have become synonymous terms in the field of educational psychology (see Schunk, 2005). Therefore, throughout this paper we use the terms ‘self-regulation’ and ‘self-regulated learning’ interchangeably. tu dodat da ćemo se bavit samo educational psychology I samoregulacijom učenja, ne poučavanja

Moreover, modern education supports self-regulated learning, firstly, due to the fact that the learner is put in the center of the learning process, and secondly, because the learner is able to acquire autonomy

As it is already stated, it is of great importance for a learner to become self-regulated in order to be successful. However, Bjork, Dunlosky and Kornell (2013) argue that the following three beliefs impair self-regulated learning: misconception of mistakes and errors, overattribution of individual differences, as well as the most common misconception - learning is and should be effortless. According to Bjork et al. (2013) making mistakes and errors is a relevant part of learning, which is in opposition to the belief that mistakes should be avoided. When a learner makes a mistake and recognizes it, he/she will not make that same mistake again. Thus, making mistakes can be seen as a necessary tool for a long-term retention. Moreover, overattribution of individual differences refers to the false awareness of one’s abilities and one’s obligations. It is necessary for a learner to focus on their own skills and requirements in order to succeed academically. As far as the belief of learning as an easy process, learning is an active process which involves numerous actions and takes time. However, learning can become easier when a learner knows which strategies to use, where to study, whom to ask for help, etc. however, it is rarely easy