This text explores the psychological foundations and practical definitions of self-regulation and self-regulatedlearning, drawing primarily from the works of Bandura and educational researchers like Dinsmore and Schunk. It clarifiesthe distinction between metacognition–the cognitive process of managing one’s own thinking–and self-regulation,which involves managing one’s emotions and behavior in response to the external environment. The synthesis of theseconcepts in an academic setting is defined as self-regulated learning, where students actively apply strategies to achievetheir educational goals. The author provides simplified yet accurate definitions to make these theories accessible to educatorsand emphasizes the importance of understanding and nurturing these skills in teaching and learning practices
| Mualliflar | Turayeva, Nazira |
|---|---|
| Jurnal | Мактабгача ва мактаб таълими |
| Nashr sanasi | 2025-07-01 |
| Jild | 3 |
| Son | 7 |
| Til | Ingliz |
| DOI | 10.5281/zenodo.15812105 |
DOI: 10.5281/zenodo.15812105 · Maqolaning asl sahifasi
metacognition, self-regulated, foundations, concept, procedure, independent learning, mindfulness, learning skills, educators, cognitive monitoring
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