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This paper focuses on the thinking and action that effective learners apply to their own learning, that is, the cognitive actions of autonomous learners who are aware of their own thinking and can regulate it within the complicated processes of learning. In particular, it concerns self-regulation of learning, its components of metacognition, motivation, self-efficacy and attribution, and how these concepts interrelate to underpin effective academic learning and performance. The implications drawn from the literature surveyed suggest that addressing students' academic learning difficulties is best accomplished by combining explicit instruction in metacognitive self-awareness with academic skills and strategies. A case study example is used throughout this paper to illustrate methods of assessing and intervening with students who are experiencing learning disabilities. |
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