THEORETICAL MODELS AND CONCEPTS OF SELF-REGULATED LEARNING

Abstract

Theoretical approaches to determination of the concepts of the main theoretical models of self-regulated learning by the scientists in the end of the twentieth century have been studied in the article. The essence of the theoretical approached to this phenomenon studying have been clarified.
The following self-regulated learning models and concepts have been characterized: “The Model of Dimensions of Academic Learning” (B. Zimmerman); “Good Strategy User” model (M. Pressley, J. Borkowski, W. Schneider); “The Six-Components Model of Self-Regulated Learning” (M. Boekarts); “The Modе1 or Self-Regulated Learning from Texts”
(R.-J. Simons and F. De Jong); “The Concept of Self-Regulated Learning” (Michigan Group – M. Pintrich, W. McKeachie, T. Garcia, E. De Groot); and “The Model of Self-Regulation” (P. Winne). Similarities and differences between the presented models have been presented.
Based of theoretical analysis, it has been determined that the mentioned above models have numerous similarities, particularly in the introductory assumptions. All authors have agreed that self-regulated learning causes much more efficient results rather than learning regulated externally. In addition, they have emphasized that deep metacognitive, declarative and procedural knowledge, appropriate level of motivation and willingness to execute this learning activity, are required for effective learning.
Differences have been observed in the degree of importance that the authors have attached to subjective conditions (e.g. they are major in the SGU Model of M. Pressley, J. Borkowski, W. Schneider and the Model of Michigan Group), and to the specific manifestations of self-regulatory activity and their interrelations (e.g. The Model of R.-J. Simons and F. De Jong and the Model of P. Winne).
The fact that during a short period of time in the end of the twentieth century, a number of theoretical models of self-regulated learning was formulated, allows us to assume that they were not appropriately analyzed and developed. It should also be noted a positive fact that the elaborated theoretical models stimulated and encouraged empirical researches aimed at confirmation or denial of their provisions.
A prospective for further research can be seen in development and implementation of our own structural and functional model of self-regulated learning into educational process of students. Additional attention should be paid to characteristics of such mechanisms and elements of the process of self-regulated learning, that would encourage them to increase motivation and efficiency of the own learning activity.