Self-regulated learning, motivation and academic achievement

被引：0

作者：

Lamas Rojas, Hector ^{[1
]}

机构：

[1] Soc Peruana Resiliencia, Lima, Peru

来源：

LIBERABIT-REVISTA DE PSICOLOGIA | 2008年 / 14卷

关键词：

Self-Regulated Learning; Motivation; Learning Strategies;

D O I：

暂无

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

A growing number of studies show the relationship between self-regulated learning (that consist of (1) metacognitive strategies; (2) cognitive strategies; and (3) management and control of effort), motivation and academic performance. To promote student regulated and autonomous learning and positive achievement, however, knowledge metacognitive and cognitive strategies is not enought. Further, students must be motivated to use the strategies as well as control their cognition and effort.

引用

页码：15 / 20

页数：6

共 37 条

[1]

ALONSO TAPIA J, 1997, MOTIVAR APRENDIZAJE

[2]

Beltran J., 1998, DIFICULTADES APRENDI

[3] THE ROLE OF METALEARNING IN STUDY PROCESSES [J].