Learner Autonomy, Self Regulation and Metacognition


Feryal CUBUKCU


Abstract

Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989) study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005) focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007) examine students’ self regulated learning strategies whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989) believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self regulation, metacognition and autonomy.

 


Keywords

Learner autonomy, Self Regulation, Metacognition

Paper Details

Paper Details
Topic EU Education Programs
Pages 53 - 64
Issue IEJEE, Volume 2, Issue 1, Special Issue Metacognition
Date of acceptance 01 October 2009
Read (times) 558
Downloaded (times) 366

Author(s) Details

Feryal CUBUKCU

Dokuz Eylul University, Izmir, Turkey, Turkey


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