Self-regulated learning: the place of cognition, metacognition and motivation
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Abstract
The aim of this paper is that readers get closer to a very common issue in psychological literature in recent years: self-regulation and its role in the learning processes. Nowadays most psychological texts make reference to this concept at least in some pages; however, in many cases there is the sensation that the issue is not dealt with in depth.
In the present work, we analyze every intersection field where self-regulated learning is present: cognition, metacognition and motivation. By means of the concepts and issues that emerge in each of these three fields we try to show that self-regulated learning is a comprehensive and ambitious study matter.
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How to Cite
Zulma Lanz, M. (2018). Self-regulated learning: the place of cognition, metacognition and motivation. Pedagogical Studies, 32(2), 121–132. https://doi.org/10.4067/S0718-07052006000200007
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