The role of soft skills at school is still debated, but they have emerged as important factors for students' academic achievement and life satisfaction. This study focuses on the combined influence of soft skills (in terms of adaptability, curiosity, leadership, initiative, perseverance, and social awareness), extracurricular activities,…

The first step for teachers to be efficacious in teaching self-regulated learning (SRL) in their classroom(s) is to have clear understandings of what constitutes SRL and when to use it. This study examined how K-12 teachers (N = 128, 73% female, predominantly Caucasian) define SRL and identify students with deficient SRL by examining their…

This study investigated the longitudinal association between students' anxiety and procrastination and the relation of self-efficacy for self-regulation to these constructs. Latent Growth Curve Modeling was used to analyze data gathered from 182 undergraduate students (134 female, 48 male) at 4 times during a semester. Our results showed that…

Students' abilities to complete and learn from each learning task successfully depend on more than their content knowledge. Success depends on how well they can identify, select, evaluate, adjust, and implement appropriate strategies for applying what they know in tackling the task at hand. Their success is influenced by their perception of…

How can teachers ensure instruction is aligned with 21st century demands for self-directed, collaborative problem solvers? Practice exercises are not the answer. Instead, here's a book that explains why the key is to use explicit instruction that includes proficient models, specific feedback, and supportive coaching. Rhoda Koenig gives you insight…

This paper explores links between the concepts and models of self-directed and self-regulated learning. The focus is on the covert (person) and overt (behaviour and environment) aspects that link the fields of self-directed and self-regulated learning. Ways in which each of these areas of study address the private and shared worlds of the learner…

Research indicates that online learning often situates control of implementation with the learner. Recently, scholars have turned attention to the importance of self-directed learning (SDL) skills for online learning environments. Existing frameworks for understanding SDL focus primarily on process and personal attributes in face-to-face settings.…

In our cognitive motivational process model (Vollmeyer & Rheinberg, "Zeitschrift fur Padagogische Psychologie," 12:11-23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, "European Psychologist,"…

This model of self-directed learning integrates three dimensions: self-management (contextual control), self-monitoring (cognitive responsibility), and motivation. (SK)

This document contains three papers from a symposium on self-directed learning and self-management. "Validating a More-Dimensional Conception of Self-Directed Learning" (Gerald A. Straka, Cornelia Schaefer) discusses the development and validation of a conception of self-directed learning as a dynamic interplay between behavior,…