Bridging Secondary and Higher Education. The Importance of Self-regulated Learning
Bibliographic Data
| ID | 12416851 |
|---|---|
| Authors | Stella Vosniadou (0000-0003-4850-8578, Flinders University, corresponding author) |
| Year | 2020 |
| Volume | 28 |
| Issue | S1 |
| Pages | S94-S103 |
| Publication date | 2020-06-02 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Review (JOURNAL) |
| Journal identifiers | ISSN: 1062-7987 • E-ISSN: 1474-0575 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s1062798720000939 |
| OpenAlex | W3033202911 |
| Language | EN |
| Citations received | 16 |
| References cited | 17 |
It is proposed that the transition from secondary to higher education can be facilitated by improving secondary school students’ capabilities for independent, self-directed, and self-regulated learning (SRL). University learning places high demands on students for complex and independent learning, namely learning that requires the ability to plan, monitor and evaluate one’s work and to control one’s motivation and emotion. A major stream of educational research has shown the beneficial impact of self-regulated learning on student motivation and has concluded that self-regulation is a significant source of achievement differences among students. However, many secondary school students lack the skills of an independent and self-regulated learner when they enter higher education, something that contributes to considerable student attrition during the first year of university study. In this article I argue that more attention should be paid to the promotion of self-regulated learning in secondary schools. This can be achieved by helping teachers understand how to enrich students’ knowledge about learning and strategies to manage it. Some exemplary practices developed at secondary schools are discussed as a means of providing examples of effective learning environments for SRL
Active learning (machine learning · Attrition · Bridging (networking · Mathematics education · Pedagogy · Political science · Promotion (chess · Secondary education · Self-regulated learning · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching and Learning Methods · Psychology
Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation
Predicting academic performance by self-assessed and objectively measured understanding and self-efficacy
Relations between academic boredom, academic achievement, ICT use, and teacher enthusiasm among adolescents
“You’re not learning skills—you’re just realizing what you can do”
Analysis of the Deep Learning Strategies Questionnaire with Ecuadorian students
Is flipped classroom really superior?—Questioning the flip in K-12 teaching
Academic support through tutoring, guided learning, and learning diaries in the context of the Covid-19 pandemic
Investigating the relationship between self-regulated learning, metacognition, and executive functions by focusing on academic transition phases
The relationship between depression heterogeneity and academic performance in Chinese university freshmen
Investigating students’ performance at self-regulated learning and its effects on learning outcomes in chemistry class at the senior secondary school
Towards reliable generative AI-driven scaffolding
Using Trace Data of Secondary Students to Understand Metacognitive Processes in Writing From Multiple Sources
The long-term effect of alternative education on self-regulated learning
Students got mail
An Investigation of the Effects of Out-of-School Learning Environments-Based Teaching on Pedagogical Belief Systems and Practices
Motivational development in times of campus closure
Assessment and Teaching of 21st Century Skills
Self‐Explanations
Teacher beliefs, knowledge, and practice of self-regulated learning
Self-Regulated Learning
Self-regulated learning
Pre-service teachers’ beliefs about learning and teaching and about the self-regulation of learning
Navigating change
Goals and Distractions
What Teachers Think about Self-Regulated Learning
Becoming a Self-Regulated Learner
| Citations per year | 3.2 |
|---|---|
| Citation span | 2021 - 2026 (6) |
| Highly cited | No |