Vliv metakognitivních strategií na rozvoj dovedností žáků autoregulovat své učení

• Authors: Darina Foltýnová

Title variants

EN

The ifluence of metacognitive strategies on the development of student´s self-regulation skills

• Languages of publication: CS

Abstracts

EN

In general the paper is focused on the topic of self-regulation and the possibilities of its development. The first part introduces basic approaches and models of self-regulation and specifies the concept and definition of metacognition as a partial component of self-regulation. The paper further aims a) to diagnose the level of lower-secondary pupils’ selfregulation skills, and b) to examine the influence of practicing metacognitive strategies on the development of self-regulating skills by means of an experimental design, and c) to describe factors that may influence the development of self-regulating skills by means of analysing four ‘extreme cases’. Research shows that systematic practicing of metacognitive strategies may lead to the acquisition of self-regulation skills.

Keywords

EN

Self-regulation; Self-regulation learning skills Metacognition; Metacognitive strategies; Experimental method

Discipline

• EDUCATION: EDUCATION

• Publisher: Czech Pedagogical Society
• Journal: Pedagogická orientace (Journal of the Czech Pedagogical Society)
• Year: 2009
• Issue: 2
• Pages: 72-88

Contributors

author

Darina Foltýnová

• Redakce časopisu Pedagogická orientace, Doc. PhDr. Tomáš Janík, Ph.D., M.Ed., Institut výzkumu školního vzdělávání PdF MU, Poříčí 31 603 00 Brno, Czech Republic