Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support

Abstract

A modified conceptual framework called the Continuous-Change Framework for self-regulated learning (SRL) is presented. Common elements and limitations among the past frameworks are discussed in relation to the modified conceptual framework. The iterative nature of the goal setting process and overarching presence of self-efficacy and motivational beliefs are emphasized as an improvement in the modified framework. Also, the limitations of current SRL frameworks in terms of full SRL are identified. On the basis of these limitations, we discuss the potential of SRL for the information-age paradigm of education as well as implications for pedagogical thinking for teaching students to be more self-regulated.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 24 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.