Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/6562
Title: | Critical thinking as a self-regulatory process component in teaching and learning | Contributor(s): | Phan, Huy (author) | Publication Date: | 2010 | Handle Link: | https://hdl.handle.net/1959.11/6562 | Abstract: | This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies. | Publication Type: | Journal Article | Source of Publication: | Psicothema: Revista de Psicologia, 22(2), p. 284-292 | Publisher: | Colegio Oficial de Psicologos | Place of Publication: | Spain | ISSN: | 1886-144X 0214-9915 |
Fields of Research (FoR) 2008: | 170103 Educational Psychology | Socio-Economic Objective (SEO) 2008: | 930101 Learner and Learning Achievement 930102 Learner and Learning Processes 930103 Learner Development |
Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal | Publisher/associated links: | http://www.psicothema.com/english/abstrat.asp?id=3728 http://www.psicothema.com/pdf/3728.pdf |
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Appears in Collections: | Journal Article School of Education |
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