PROFILURI DE AUTOREGLARE A ÎNVĂŢĂRII LA STUDENŢII PSIHOPEDAGOGI

Abstract

Students that are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study was to examine whether profiles for self-regulated learning skills and strategies exist among learners. To achieve this purpose, we conducted a study by administrating the Learning and Study Strategies Inventory (LASSI) a 10-scale with 80-item. Our results indicate the presence of three, distinct profiles of self-regulated learning.