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Title: Self-regulation and learning disabilities
Contributor(s): Graham, Lorraine (author); Berman, Jeanette  (author)orcid 
Publication Date: 2012
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Abstract: 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.
Publication Type: Journal Article
Source of Publication: Special Education Perspectives, 21(2), p. 41-52
Publisher: Australian Association of Special Education Inc, New South Wales Chapter
Place of Publication: Australia
ISSN: 1038-6475
Fields of Research (FoR) 2008: 130399 Specialist Studies in Education not elsewhere classified
130309 Learning Sciences
130312 Special Education and Disability
Fields of Research (FoR) 2020: 390499 Specialist studies in education not elsewhere classified
390408 Learning analytics
390407 inclusive education
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930103 Learner Development
939907 Special Needs Education
Socio-Economic Objective (SEO) 2020: 160203 Inclusive education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article

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