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Development of Self-Regulated Learning

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  • Mi-Kyung Chung

Abstract

This article examines the tendency for students at different grade levels to develop self-regulated learning. Based on the conceptual model of self-regulated learning proposed by Pintrich (1989), Pintrich and De Groot (1990), and Zimmerman (1989, 1990), which focuses on the relationship between motivation and cognition, three causal models were set up. According to the results of a structural analysis for 1,865 elementary, middle, and high school students, Model II, which structures intrinsic value as an exogenous variable, was determined to be the best-fitting model for South Korean students. In addition, the 30% variance in the 5th grade elementary school students and 32% and 18% variance in middle school and high school students, respectively, are explained by the test model. The self-regulated learning model suggested in this study may help teachers understand learning problems better in order to maximize their instructional efficiency.

Suggested Citation

  • Mi-Kyung Chung, 2001. "Development of Self-Regulated Learning," Gifted and Talented International, Taylor & Francis Journals, vol. 16(1), pages 27-39, March.
    • Handle: RePEc:taf:ugtixx:v:16:y:2001:i:1:p:27-39
    DOI: 10.1080/15332276.2001.11672950
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