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Self-regulation with respect to informal learning
ARTICLE

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International Journal of Educational Research Volume 31, Number 6 ISSN 0883-0355 Publisher: Elsevier Ltd

Abstract

This chapter draws attention to the self-regulatory skills that students use in informal learning settings. Formal and informal learning settings are defined as complementary learning environments and it is pointed out that students differ with respect to the learning environments they find conducive to learning. It is suggested that the goals students set for themselves when learning in an informal learning context are different from the goals they set for themselves in a formal learning context. Furthermore, it is speculated that students attend to different clues and select different self-regulatory strategies in these complementary learning contexts, mainly because goal congruent information becomes readily available while learning.

Citation

Boekaerts, M. & Minnaert, A. Self-regulation with respect to informal learning. International Journal of Educational Research, 31(6), 533-544. Elsevier Ltd. Retrieved November 22, 2019 from .

This record was imported from International Journal of Educational Research on January 29, 2019. International Journal of Educational Research is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/S0883-0355(99)00020-8

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