Self-regulation in learning: Application of strategies and roles of orientation towards goals

This paper presents different views on self-regulation in the process of learning. What is shown is the model in which self-regulation is treated as the interaction of processes connected to personality, behavioral and contextual processes. The regulation processes are organized in several phases, and within each phase self-regulatory activities are structured in different fields. Special attention is paid to the application of strategies - cognitive, meta-cognitive, motivational and strategies of resource management. As a critical component of self-regulation, the monitoring and the steps it consists of were discussed in more detail. The emphasis is on the role of feedback in monitoring, as well as on the wider significance it has for self-regulation in the process of learning. Since orientation towards the goal is considered an essential aspect of self-regulation, what was performed was the analysis of the results and implications of different researches of the relation of pupils’ orientations towards the goals with regulation of the process of learning. The possibilities for encouraging self-regulation in the tuition process were considered. By enabling pupils to make decisions, set their own goals, perform the choice and plan and organize their activities, the development of self-regulation and autonomy is encouraged. The guidelines for planning the training aimed towards the development of strategy behavior in pupils are stated. What is presented are the different methods which are applied within the model and interventions in tuition directed towards encouragement of self-regulation