Models of the self-regulated learning: classification analysis

The paper presents a classification analysis of the self-regulated learning technology models as one of the personality-oriented forms in learning. Relevance of the study is determined by a need to improve efficiency of the modern education aimed at its higher individualization and meeting the needs of students in choosing strategies for solving their academic problems. Classification analysis of the most popular models in self-regulated learning as one of the areas of the personality-oriented approach to education is carried out, their educational potential is determined and recommendations for use in the domestic pedagogical practice are proposed. The paper considers theoretical prerequisites of the self-learning technology and describes models within the framework of this technology. The models classification analysis is carried out taking into account their substantive characteristics, according to which they are divided into groups of the sociocognitive and metacognitive models. The paper notes that in the sociocognitive models, personal characteristics of students and their social environment act as the stimuli for cognitive development, and in the metacognitive models, the main emphasis is on analyzing the students’ individual thinking strategies and the ability to manage their own learning process. Studying the self-learning regulation mechanisms and the model procedural components makes it possible to establish similarities and differences in the models in terms of the technology application stage, i.e. the number of stages varies among different authors, and in certain models, no clear distinction is provided between the stages and procedures involved at this stage. The described models define in different ways the role of motivation, emotions, and learning context in the process of applying the self-learning technology. The paper considers the role of a teacher in developing the cognitive and metacognitive skills. Research interest in the self-regulated learning technology confirms its ability to influence success of a student's educational activities through the planning, monitoring, and self-control procedures.

EDN LFQEII

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