Academic Self-Regulation in the Context of Education in Early Adolescence
| Authors | |
|---|---|
| Year of publication | 2015 |
| Type | Article in Proceedings |
| Conference | Recent advances on education and educational technologies |
| MU Faculty or unit | |
| Citation | |
| web | http://www.inase.org/library/2015/barcelona/EDU.pdf |
| Field | Psychology |
| Keywords | self-regulation; early adolescence; protective factors; gender |
| Description | In the last ten years, academic self-regulation research has brought important findings concerning motivation and self-regulation in the learning process, which are applicable in practice (school environment). Research conclusions of a number of authors have indicated that intelligence and the ability to retain information alone are not enough for success in school, and that it is necessary to engage adequate motivation processes and possess the ability to intentionally regulate one's behavior toward reaching academic goals. The results of the presented study point to the importance of supporting the development of academic self-regulation in early adolescence, since a high level of self-regulation at this developmental stage is an important predictor of later success in school, work, social relations and life in general (see bellow). The results of this research with a sample of 363 adolescents have indicated a number of interesting correlates, which should be reflected in the manner of preparation at school and at home of children at this developmental stage. |
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