Self-Regulated Learning in the Social Cognitive Theory: Conceptual Framework and Possible Lines of Research
محفوظ في:
| المؤلفون: | , |
|---|---|
| التنسيق: | artículo original |
| الحالة: | Versión publicada |
| تاريخ النشر: | 2017 |
| الوصف: | This essay, a literature review, explains the main concepts of self-regulated learning and self-regulated learning in the context of the social-cognitive theory; it is necessary to explain two elements mainly related to self-regulated learning: self-efficacy and motivation. In addition, this essay explains the relationship between self-regulated learning and the skills that various specialists and international organizations regard as fundamental to the training of teachers. Throughout the entire document, the authors propose viable, valid, and relevant lines of research are proposed based on self-regulated learning, some associated concepts and their relationships with other variables of interest for psychopedagogy. In these proposals, formal education and teacher training are emphasized. |
| البلد: | Portal de Revistas UNA |
| المؤسسة: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| اللغة: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/10099 |
| الوصول للمادة أونلاين: | https://www.revistas.una.ac.cr/index.php/ensayospedagogicos/article/view/10099 |
| كلمة مفتاحية: | teoría educacional formación de docentes práctica pedagógica innovación pedagógica educational theory teacher education teaching practice pedagogical innovations |