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Proactive and defensive self-regulation in learning
Darko Lončarić & Cirila Peklaj
Full text (pdf) | Views: 56 | Written in Slovene. | Published: December 30, 2008
Abstract: Although self-regulation research is fragmented over several interdisciplinary areas and theories, the concept of self-regulation could represent a cohesive force for integrating different areas of psychology, such as clinical, educational, or organisational psychology. This paper focuses on self-regulation within the educational framework and elaborates the concept of self-regulated learning. Current advances in self-regulated learning research indicated that concepts, such as cognition and motivation, need to be integrated into a coherent self-regulation model. Two models that integrate cognitive and motivational constructs are described in this paper, namely the motivational and cognitive self-regulation components described by Pintrich and colleagues (e.g., Garcia & Pintrich 1994), and a six component model of self-regulated learning provided by Boekaerts (1997). These models were used to formulate new and parsimonious organisational constructs that classify self-regulation components into proactive and defensive self-regulation patterns. At the end, the applicative value of the models and the need for further research, regarding the question of specific self-regulation failures (the depressive self-regulation pattern), are being discussed.
Keywords: self-regulated learning, self-regulation models, proactive self-regulation pattern, defensive self-regulation pattern
