Теоретичні моделі й концепції саморегульованого навчання (Theoretical models and concepts of self-regulated learning)

Балашов, Едуард (Eduard Balashov) (2020) Теоретичні моделі й концепції саморегульованого навчання (Theoretical models and concepts of self-regulated learning). Наукові записки Національного університету «Острозька академія». Серія «Психологія» : науковий журнал (№10). pp. 51-59. ISSN 2415–7384

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Анотація

У статті здійснено теоретичний аналіз основних концепцій і моделей саморегульованого навчання, розроблених
наприкінці ХХ століття. Уточнено сутність поняття саморегульованого навчання та теоретичні підходи до його
вивчення у психологічній науці. Визначено подібності й відмінності у визначенні феномену саморегульованого навчання в проаналізованих моделях та окреслено перспективи подальших досліджень.
(Theoretical approaches to determination of the concepts of the main theoretical models of self-regulated learning by the
scientists in the end of the twentieth century have been studied in the article. The essence of the theoretical approached to
this phenomenon studying have been clarified.
The following self-regulated learning models and concepts have been characterized: “The Model of Dimensions of
Academic Learning” (B. Zimmerman); “Good Strategy User” model (M. Pressley, J. Borkowski, W. Schneider); “The
Six-Components Model of Self-Regulated Learning” (M. Boekarts); “The Modе1 or Self-Regulated Learning from Texts”
(R.-J. Simons and F. De Jong); “The Concept of Self-Regulated Learning” (Michigan Group – M. Pintrich, W. McKeachie,
T. Garcia, E. De Groot); and “The Model of Self-Regulation” (P. Winne). Similarities and differences between the presented
models have been presented.
Based of theoretical analysis, it has been determined that the mentioned above models have numerous similarities,
particularly in the introductory assumptions. All authors have agreed that self-regulated learning causes much more efficient
results rather than learning regulated externally. In addition, they have emphasized that deep metacognitive, declarative
and procedural knowledge, appropriate level of motivation and willingness to execute this learning activity, are required
for effective learning.
Differences have been observed in the degree of importance that the authors have attached to subjective conditions (e.g.
they are major in the SGU Model of M. Pressley, J. Borkowski, W. Schneider and the Model of Michigan Group), and to the
specific manifestations of self-regulatory activity and their interrelations (e.g. The Model of R.-J. Simons and F. De Jong
and the Model of P. Winne).
The fact that during a short period of time in the end of the twentieth century, a number of theoretical models of selfregulated learning was formulated, allows us to assume that they were not appropriately analyzed and developed. It should
also be noted a positive fact that the elaborated theoretical models stimulated and encouraged empirical researches aimed
at confirmation or denial of their provisions.
A prospective for further research can be seen in development and implementation of our own structural and functional
model of self-regulated learning into educational process of students. Additional attention should be paid to characteristics
of such mechanisms and elements of the process of self-regulated learning, that would encourage them to increase motivation
and efficiency of the own learning activity.)

Тип файлу:	Стаття
Ключові слова:	саморегульоване навчання, теоретична модель, теоретична концепція, студент, навчальна діяльність (self-regulated learning, theoretical model, theoretical concept, student, learning activity)
Теми:	За напрямами > Психологія
Підрозділи:	Навчально-науковий інститут соціально-гуманітарного менеджменту > Кафедра психології та педагогіки
Розмістив/ла:	Галина Цеп'юк
Дата розміщення:	14 Тра 2020 17:55
Остання зміна:	14 Тра 2020 17:55
URI:	https://eprints.oa.edu.ua/id/eprint/8241

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