Éva Molnár: Personal Motives in Self-Regulated Learning

This paper compares and contrasts the characteristics of learning processes in real life and school contexts. The results of an empirical survey are discussed with emphasis on the non-cognitive elements of self-regulatory learning. The objective is to examine the educational consequences of self-regulatory learning. The survey is based on the assumption that non-cognitive elements may determine the efficiency of learning. This stance, gaining ground in recent years emphasises personality components that facilitate the realisation of personal interests and potentials. The present study supports the importance of these elements in the teaching-learning process. The results reveal how personal characteristics determine the learning process: conscientious students are more persistent, apply more self-regulatory learning strategies, can structure their study time and energy, they are motivated and interested, and they are more satisfied with themselves and their academic achievement. More sociable students with emotional stability are also characterised by persistence, they are more interested, have higher trust in themselves and their abilities, they have better grades, like going to school and are satisfied with their academic achievements.

MAGYAR PEDAGÓGIA 103. Number 2. 155-173. (2003)

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