Learner autonomy, self regulation and metacognition


ÇUBUKÇU F. F.

International Electronic Journal of Elementary Education, vol.2, no.1, pp.53-64, 2009 (Scopus) identifier

  • Publication Type: Article / Article
  • Volume: 2 Issue: 1
  • Publication Date: 2009
  • Journal Name: International Electronic Journal of Elementary Education
  • Journal Indexes: Scopus
  • Page Numbers: pp.53-64
  • Keywords: Learner autonomy, Metacognition, Self regulation
  • Dokuz Eylül University Affiliated: Yes

Abstract

Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989) study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005) focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007) examine students' self regulated learning strategies whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989) believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self regulation, metacognition and autonomy. © IEJEE.