Process of Self Regulated Learning an Student’s Strategic Studies Activities in Learning Environment

nugraha, rahmad agung Process of Self Regulated Learning an Student’s Strategic Studies Activities in Learning Environment. INTERNATIONAL CONFERENCE ON EDUCATION 2016.

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Abstract

Many changes in the concept of educational psychology right now, so that self-regulated learning has been a major focus of research. There are some similarities that emerge from different theoretical concepts that exist in learning selfregulation. Model self-regulated learning is rooted in a broader conception of the development of self-regulation has been associated with a variety of domains to understand how active a person's role, objectives and reflect on their own function or behavior. Contemporary models of self-regulated learning proposing that the selfregulated learning is influenced by social factors and contextual, so it supports the perspective of social-cognitive most well understood is the reciprocal relationship, where cognitive personal factors, environment and behavior interact by way of reciprocity. The interrelationship, which includes the social environment and a variety of learning contexts, is as fundamental social cognition. The neighborhood has a significant impact on development, and also affects actualizing self-regulated learning. Seeing the cognitive and social perspective, requires the assumption that the social and the self is seen as a separate entity, while the role of social and environmental factors are factors to influence students and provide opportunities for the development of self-regulated learning skills. The theoretical framework of selfregulated learning assumes that social factors as a central factor.

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