• Corpus ID: 5180586

Self-regulated Learning and the 21 St Century Competencies

  title={Self-regulated Learning and the 21 St Century Competencies},
  author={Christopher A. Wolters},
2 The purpose of this chapter is to evaluate the relation between the 21 st Century Competencies (21CC) and self-regulated learning (SRL). The 21CC framework emerged out of efforts to improve and reform educational systems in order to better prepare students to be for 21 st Century Skills, 2009a, 2009b). Within this framework, competencies move beyond simple content area knowledge or skills to encompass the abilities needed to meet the complex demands within any particular context. Hence, in… 
Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities.
Self-Regulated Learning: The Continuous-Change Conceptual Framework and a Vision of New Paradigm, Technology System, and Pedagogical Support
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 are discussed.
Fostering self-regulated learning of Grade 10 learners by means of participatory action research
Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties
The Effectiveness of a Training Programme for Improving Self-Regulation Skills and Academic Self-Concept of Students Who are Struggling at School in Saudi Arabia
The current research goes through three stages, which namely, validations study, pilot intervention programme study and finally, main intervention programme study. This paper devised two original
Self-Regulation in e-Learning Environments: A Remedy for Community College?
This study empirically tested the effects of a technology-enabled strategy training intervention in a field setting, contributes to the understanding about SRL and persistence in the community college population, and is a pioneering trial of conducting learning strategy research using mixed methodologies.
Relationship between Self-Regulated Learning Behaviors (SRLBs) and Academic Achievement of College Students: Teaching How to Learn
The purpose of this study was to assess the relationship between Self- Regulated Learning Behaviors (SRLBs) and academic achievement of college students. Accordingly, a correlational research design
Investigation of Self-Regulation and Problem Solving Skills of Prospective Elementary Teachers
Article History: Received 05.12.2013 Received in revised form 14.03.2014 Accepted 23.03.2014 Available online 10.08.2014 The aim of this study is to examine the self-regulation and problem solving
This study aimed to examine the relationship between certain factors of online learning readiness and learners’ end-of-course achievements. The study was conducted at a twoyear post-secondary Turkish
Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning *
Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a
Trace-based Micro-analytic Measurement of Self-Regulated Learning Processes
A trace-based measurement protocol is introduced to measure the effects of scaffolding interventions on self-regulated learning (SRL) processes and offers a new methodological approach to investigating SRL and new ways to examine factors that affect learners’ use of self-regulatory processes in technology-enhanced learning environments.


21st Century Skills and Competences for New Millennium Learners in OECD Countries
This paper discusses issues related to the teaching and assessment of 21st century skills and competencies in OECD countries drawing on the findings of a questionnaire study and other relevant
Self-regulated Learning at the Junction of Cognition and Motivation
Self-regulated learning has emerged as a powerful new learning theory that is able to promote the transfer of knowledge and skills to real-life situations and make students more independent of their
Feedback and Self-Regulated Learning: A Theoretical Synthesis
Self-regulated learning (SRL) is a pivot upon which students’ achievement turns. We explain how feedback is inherent in and a prime determiner of processes that constitute SRL, and review areas of
Promoting Strategic Learning by Postsecondary Students with Learning Disabilities
  • D. Butler
  • Education, Psychology
    Journal of learning disabilities
  • 1995
Evidence suggested that students became more self-regulated in their learning: They were active in developing and modifying strategies, they transferred strategies across contexts, and they began to attack noninstructed tasks strategically.
Disciplinary Differences in Self-Regulated Learning in College Students
The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses.
Effectiveness of the Self-Regulation Empowerment Program With Urban High School Students
Impacting the academic performance of high school students in core academic content areas is important because of the high-stakes nature of secondary school course grades relative to their vocational
Structuring Instruction to Promote Self-Regulated Learning by Adolescents and Adults With Learning Disabilities
When alternative models for teaching strategies for academic tasks such as reading, studying, writing, and math are compared, certain common pedagogical activities stand out as central to effective
Teaching Self-Regulated Learning through a “Learning to Learn” Course
This study addressed the impact of a semester-long course called Learning to Learn, an undergraduate psychology course designed to teach college students to be self-regulated learners. Results of