Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms

Perry, Nancy E.; Mazabel, Silvia; Yee, Nikki

doi:10.4324/9781315100654-15

Cited by 4 publications

(2 citation statements)

References 1 publication

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“…Pino-Pasternak and Whitebread (2010) reviewed the literature on parenting and self-regulated learning and identified three types of parenting practices that support self-regulated learning: challenge, autonomy, and contingency. These factors are aligned with SRL-promoting instructional practices researched by Perry et al (2020). First, parents can be encouraged to expose children to tasks and situations that are cognitively and metacognitively challenging.…”

Section: Relevance To the Practice Of School Psychologymentioning

confidence: 98%

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Bakhtiar

Hadwin

2021

Canadian Journal of School Psychology

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Self-regulation of learning involves developing metacognitive awareness (planning, monitoring, and evaluating) of (a) cognition—motivational beliefs, (b) behaviors—persistence, effort, engagement, and (c) affect—enjoyment, interest, and other emotions. Metacognitive awareness creates opportunities to exert metacognitive control as needed, which may involve sustaining or manipulating motivational cognition, behavior, and affect. By adopting a self-regulation perspective, this paper discusses the ways motivation develops within and across academic tasks and situations, as well as the ways learners can be supported to take control of their motivation in those contexts. Applying self-regulation principles in the practice of School Psychology means to consider the role of situation, context, and learners’ socio-historical experiences while empowering learners to focus attention on things they can control.

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Section: Relevance To the Practice Of School Psychologymentioning

confidence: 98%

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Bakhtiar

Hadwin

2021

Canadian Journal of School Psychology

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“…"Supporting, Scaffolding, Co-Regulation" and "Creating a Community of Learners," as the third and fourth macrocategories, relate to the interactions between teachers and students as well as among the students themselves. Powerful learning environments are characterized by model learning, demonstration, metacognitive and motivational dialogue, and mutual and differentiated feedback (Perry et al, 2020b). In this regard, the importance of social interactions for SRL-enabling learning environments, which is discussed extensively in the context of socially shared regulation, is emphasized (Hadwin et al, 2018).…”

Section: Self-regulated Learning and Learning Environmentmentioning

confidence: 99%

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools

Mejeh¹,

Held²

2022

Vocations and Learning

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Self-regulated learning (SRL) provides the foundation for building sustainable knowledge and is therefore important for schools, classrooms, and lifelong learning in general. Especially in vocational education and training, the concept of SRL remains fundamental as it relates to preparing future employees. However, further research is needed on how vocational students situationally regulate their learning process and the extent to which this may be related to a dispositional change in their SRL. In this study, we analyzed longitudinal questionnaire data from 159 students who attended either SRL-conducive or regular vocational classes. We refer to Perry and colleagues' (2018) framework of an SRL-conducive learning environment, which focuses on (meta)cognitive, motivational, and emotional aspects of learning. Using multilevel analysis, we found differences in the development of (meta)cognitive components of learning, whereas no clear differences could be identified for motivational and emotional components. The results support the assumption that process analyses can be used to draw a more differentiated picture of SRL in vocational schools. Moreover, indirect approaches to promoting SRL should be designed to include all SRL-relevant aspects.

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Application of RFID Technology to Create Inclusive Educational Resources

Sentíes Maqueda,

Olais-Govea,

Cuellar-Reynaga

et al. 2023

Lecture Notes in Computer Science

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Using Self-Regulated Learning to Support Students with Learning Disabilities in Classrooms

Cited by 4 publications

References 1 publication

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Motivation From a Self-Regulated Learning Perspective: Application to School Psychology

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools

Application of RFID Technology to Create Inclusive Educational Resources

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