The Development of a Sense of Agency and Learning Satisfaction in the Context of (Models of) Self-Regulated Learning
Abstract
Self-regulation in learning is a complex process in which students take responsibility for their own learning and progress by making decisions about learning strategies, monitoring progress, and reflecting on outcomes. The first part of the article is devoted to a review of key models of self-regulated learning, which provide the theoretical framework for analyzing this process. The next step is the integration of findings aimed at showing whether and how self-regulated learning contributes to the development of students’ sense of agency and their satisfaction with learning. The analysis is based on the literature, with particular focus on the relationships between self-regulation and the two components being analyzed. It was determined that the ability to independently monitor and regulate one’s learning process can significantly increase the sense of control over learning, which in turn should lead to a higher level of satisfaction with learning. Implementing strategies that support the development of students’ self-regulation in learning may therefore serve as a foundation for improving the quality of teaching and student engagement.
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