I know what I have to do: the conquest of self-regulation
DOI:
https://doi.org/10.18222/eae.v27i64.3673Keywords:
Learning, Self-regulation, Evaluation of Learning, Cultural-historical PsychologyAbstract
Self-regulated learning has been studied extensively in the field of Educational Psychology, since it allows the students to plan, direct, monitor and evaluate their learning. Notwithstanding, in many schools, these possibilities are not mastered by the students, leading to serious damage to the development of problem-solving skills, and hence, to reasoning itself. From a Vygotskian perspective, the present article analyzes a real case – described by the authors from their own perspective (but endorsed by some students) – and seeks to show that it is possible to teach self-regulation to students. The study highlights, however, that the path to achieve success in learning involves building trust relationships within the classroom and the understanding of error as an inherent part of learning.
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