Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12581
Title: Self-regulation and learning disabilities
Contributor(s): Graham, Lorraine (author); Berman, Jeanette  (author)orcid 
Publication Date: 2012
Handle Link: https://hdl.handle.net/1959.11/12581
Field of Research (FoR) 2008: 130399 Specialist Studies in Education not elsewhere classified
130309 Learning Sciences
130312 Special Education and Disability
Field of Research (FoR) 2020: undefined
390409 Learning sciences
390408 Learning analytics
390407 Inclusive education
390411 Special education and disability
Socio-Economic Objective (SEO) 2008: 930102 Learner and Learning Processes
930103 Learner Development
939907 Special Needs Education
Socio-Economic Objective (SEO) 2020: undefined
undefined
160203 Inclusive education
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
Place of Publication: Sydney, Australia
ISSN: 1038-6475
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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