Models of Self-Regulated Learning in the Context of New Higher Education Standards Implementation

• Published in: The Journal of Social Sciences Research no. SPI 1; pp. 17 - 22
• Main Authors: M. Sirazieva, Liliya, R. Zamaletdinov, Radif, A. Fahrutdinova, Rezida, R. Fahrutdinov, Rifat
• Format: Journal Article
• Language: English
• Published: 13.11.2018
• ISSN: 2413-6670; 2411-9458
• DOI: 10.32861/jssr.spi1.17.22

Self-regulated learning (SRL) is viewed as an important aspect of student academic performance and achievement. Over the past decades, the concept of SRL has been heavily researched, with many educational psychologists proposing theoretical models and setting up studies to test the theories and provide pragmatic information about SRL. The aim of this review was to analyze different models of SRL. To achieve this goal, three models of SRL developed by Zimmerman, Pintrich and Efklides were presented. All of the models had empirical evidence supporting the validity of some of their main aspects. As developing their models, both Pintrich and Zimmerman, and partly Efklides; drew on the same background theory and their models reflected Bandura’s 1986 Social Cognitive Theory, underlining social foundations of thinking and behavior. The terminology also varied from one model to another, but all the authors assumed SRL to proceed from a preparatory or preliminary phase, through actual performance or task completion phase, to an appraisal or adaptation one.