Learner autonomy, self regulation and metacognition

Main Article Content

Feryal Çubukcu

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.

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How to Cite
ÇUBUKCU, Feryal. Learner autonomy, self regulation and metacognition. International Electronic Journal of Elementary Education, [S.l.], v. 2, n. 1, p. 53-64, aug. 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/257>. Date accessed: 19 sep. 2020.
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