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ERIC Number: ED377140
Record Type: Non-Journal
Publication Date: 1994-Jun
Pages: 52
Abstractor: N/A
Reference Count: N/A
Implicit Teachings and Self-Regulated Learning.
Corno, Lyn
This paper presents a literature review on self-regulated learning and then reports two investigations. The two investigations identified situations that seemed likely to afford opportunities for self-regulated learning to occur and followed what parents and teachers did to provide implicit support in these situations. The hypothesis was that the development in students of orientations to engage in self-regulatory effort and to value or even enjoy this experience occurs in part through certain relevant and recurring, elemental activities and interactions with significant others. The first investigation examined the implicit teachings involved in parent-child interactions around homework. It found that homework sessions were catalysts for parent-child dialogue around issues of autonomy and conformity. The second investigation coded high school students' essays for elements of self-regulated learning; most frequently used elements were emotion control, planning, and self-evaluation. The paper concludes that self-regulated learning comes about from the continuing interchange between students and the educating elements of their extended environments--adults and knowledgeable peers, various enacting curricula, and affording activities. (Contains approximately 70 references.) (JDD)
Publication Type: Speeches/Meeting Papers; Information Analyses; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A