Enhancing self-regulated learning in higher education

Barbara Šteh; Marjeta Šarić

doi:10.18690/rei.13.Special.129-150.2020

Barbara Šteh University of Ljubljana, Faculty of Arts
Marjeta Šarić University of Ljubljana, Faculty of Arts

DOI: https://doi.org/10.18690/rei.13.Special.129-150.2020

Keywords: higher education, self-regulated learning, enhancing self-regulated learning, students’ characteristics, learning context

Abstract

A key task of higher education is empowering students for in-depth learning, critical thinking, and assuming responsibility for learning and their future professional work. To attain these goals, it is crucial for students to acquire the ability to regulate their learning. This article presents the concept of self-regulated learning, together with the learning models and factors that contribute to the adequate application of self-regulating strategies. The latter depend on both students’ individual characteristics and contextual factors. The processes of self-regulated learning can be learnt and lead students to more meaningful learning, greater satisfaction in studying, and better learning outcomes.

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Author Biographies

Barbara Šteh, University of Ljubljana, Faculty of Arts

Assoc. Prof., University of Ljubljana, Faculty of Arts, Aškerčeva 2, Ljubljana, barbara.steh@ff.uni-lj.si

Marjeta Šarić, University of Ljubljana, Faculty of Arts

Assistant., University of Ljubljana, Faculty of Arts, Aškerčeva 2, Ljubljana, marjeta.saric@ff.uni-lj.si

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