Citation: Mih, Codruta, and Viorel Mih. "Components Of Self-Regulated Learning; Implications For School Performance." Acta Didactica Napocensia 3.1 (2010): 39-48. ERIC. Web. 12 Apr. 2016.
Summary: This article goes in to detail on self-regulated learning. It talks about how many psychological and other factors come into play with self-regulated learning; like, learning goals, personal self-efficacy, metacognition and testanxiety
Authors: Both authors are very qualified for this study because they are both very experienced researchers with background in psychological fields. They have many other studies which are very renowned and useful.
Key terms:
1. metacognition - awareness and understanding of one's own thought processes.
2. self-regulated learning - refers to learning that results from students' self-generated thoughts and behaviors that are oriented systematically toward the attainment of their goals
Quotes:
1. "Studies show that students with high self-efficacy benefit from high educational achievements. Consequently, they are more capable of self-regulation , prefer challenging tasks, invest more effort in solving tasks, persist more in solving difficult tasks, set higher goals, show low test-anxiety, and apply more effective learning strategies." pg 42
2. "When faced with challenging tasks they manifest diverse reactions: they draw back because of risk of failure, show negative affective reactions, attribute failure to lack of academic ability and demonstrate decreased interest for the task." pg 41
3. "More specifically, the study set off to identify the variables involved in the process of school learning, describing the relations between these, as well as the way each construct develops as school age advances." pg 39
Value: This article will help me explore my research question because I can use it as a comparison or contrast to many of my other sources using self-regulated learning. This article also brings a psychological aspect into my research which I could explore further.
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