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Journal of Modern Foreign Psychology
2022. Vol. 11, no. 3, 27–37
https://doi.org/10.17759/jmfp.2022110303
ISSN: 2304-4977 (online)

Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology

 
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Abstract

The problem of self-regulated learning, as well as designing effective technologies for the development of students’ self-regulation has remained relevant for many years. Foreign psychology has accumulated significant experience in theoretical comprehension and empirical verification of various models of self-regulated learning. The purpose of this article is to review the most well-known approaches to understanding self-regulated learning in foreign psychology, as well as to consider promising areas of research through the prism of already formed scientific ideas. The discussion is focused on the issues of differentiating the concepts of self-regulation and metacognition, the role of cognitive and motivational factors in self-regulation of the learning activity, сo-regulation, and the contextual factors influencing self-regulation. The authors substantiate the conclusion that in the modern conditions of education development, the study of self-regulated learning should include the analysis of different-level substructures of regulation, since regulation of the effective goal achievement requires the involvement of various psychological resources of a person.

General Information

Keywords: self-regulated learning, metacognition, motivation, self-efficacy, goal achievement

Journal rubric: Educational Psychology and Pedagogical Psychology

OpenAlex citations: 19

OpenAlex trends: Innovative Teaching and Learning Methods, Psychology of Development and Education, Educational Methods and Teacher Development

Information about the work in OpenAlex

Number of citations: 19

Topics

Innovative Teaching and Learning Methods

This cluster of papers explores the concept of self-regulated learning, encompassing topics such as metacognition, collaborative learning, scaffolding, cognitive apprenticeship, and cooperative learning. It delves into the role of motivation, educational technology, and design-based research in fostering self-regulated learning. Additionally, it discusses the application of social interdependence theory in educational settings.

Number of works: 113429  |  Total number of citations: 1617638

Topic detailsв OpenAlex

Psychology of Development and Education

This cluster of papers explores various aspects of psychology in education, focusing on topics such as the Zone of Proximal Development, inclusive education, cultural-historical theory, educational environment, psychological well-being, teacher training, learning motivation, adolescent development, social cognition, and digital learning. The papers delve into the intersection of psychology and education to understand the developmental processes and challenges in educational settings.

Number of works: 77902  |  Total number of citations: 232078

Topic detailsв OpenAlex

Educational Methods and Teacher Development

This cluster of papers covers a wide range of topics related to innovative approaches in education, technology integration, and sustainable development. It includes research on online learning, teacher training, curriculum design, cognitive development, digital literacy, and the impact of technology on education. The cluster also explores the role of education in adapting to global challenges such as the COVID-19 pandemic and emphasizes the importance of sustainable consumption of energy resources.

Number of works: 53051  |  Total number of citations: 78907

Topic detailsв OpenAlex

Work details in OpenAlex

Article type: review article

DOI: https://doi.org/10.17759/jmfp.2022110303

Published

For citation: Fomina, T.G. (2022). Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology. Journal of Modern Foreign Psychology, 11(3), 27–37. (In Russ.). https://doi.org/10.17759/jmfp.2022110303

© Fomina T.G., 2022

License: CC BY-NC 4.0

References

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Information About the Authors

Tatiana G. Fomina, Candidate of Science (Psychology), Leading Researcher, Department of Psychology of Self-Regulation, Federal State Budget Scientific Institution “Federal Scientific Center for Psychological and Multidisciplinary Research”, Moscow, Russian Federation, ORCID: https://orcid.org/0000-0001-5097-4733, e-mail: tanafomina@mail.ru

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