Self-regulation in learning

Abstract

The aim of this paper is to provide a theoretical summary of research on the definition, modelling and empirical investigation of self-regulated learning and to present the main trends in this field. The direction of change in research on self-regulated learning is outlined, and the role of self-regulated learning in school effectiveness is discussed. In particular, the paper discusses József Nagy’s interpretation of self-regulation and the international comparison of his model of personality development. The paper concludes with a discussion of the key role of self-regulation in learning and, in the development of the whole personality.