Contributions, limitations, and challenges of self-regulated learning in the educational context

Bibliographic Data

ID5864037
AuthorsEvely Boruchovitch (0000-0001-7597-6487, Universidade Estadual de Campinas (UNICAMP)), A M Veiga Simão (0000-0003-3652-5573, University of Lisbon), Lourdes Maria Bragagnolo Frison (0000-0001-6671-5808, Universidade Federal de Pelotas)
Year2023
Volume25
Pagese023030
Publication date2023-07-19
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueETD - Educação Temática Digital (JOURNAL)
Journal identifiersISSN: 1676-2592 • E-ISSN: 1676-2592
PublisherUniversidade Estadual de Campinas (PUBLISHER • BR)
DOI10.20396/etd.v25i00.8664704
OpenAlexW4385298688
LanguageEN
References cited36

Self-regulated learning is an important multidimensional construct in contemporary Educational Psychology, since it encompasses several dimensions essential to strategic learning. It has received increased attention from researchers and educators. In this sense, this article aims to reflect upon the contributions, limitations, and challenges of this theoretical framework in educational contexts in Brazil, Portugal, and the United States. More precisely, it aims to identify its main authors, areas, variables, and most researched domains. It also intends to characterize the main types of research designs, the most used instruments, the impact of the theme on publications and on the organization of events, as well as to examine its current challenges and future paths. We hope to contribute to a better understanding of self-regulated learning in different cultures, as well as to make useful considerations that can guide pedagogical practices and formative actions in Education

Educational research · Engineering ethics · Formative assessment · Pedagogy · Sociology · Computer Science · E-Learning and Knowledge Management · Engineering · Impact of Technology on Adolescents · Innovative Teaching and Learning Methods · Psychology

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