Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

By Barry J. Zimmerman; Dale H. Schunk | Go to book overview

Chapter 3

Self-Regulated Learning and
Academic Achievement: A
Phenomenological View

Barbara L. McCombs

University of Denver Research Institute

When I wrote this chapter more than a decade ago, my purpose was to present recent theoretical and empirical work regarding the contribution of a phenomenological view to our understanding of self-regulated learning (SRL) and how best to enhance students' development of self- regulated learning capacities. In this revision and update, my purpose remains the same; however, I focus attention on what has changed, what has remained the same, and how the phenomenological view is being interpreted and used today in research and practice. I start with what has been said by some of our most distinguished theoreticians about the self—the self as a primary phenomenon, an experience of the experiencing self—that permeates and directs human behavior. I begin with a look historically at the roots of the "scientific" 1 search into self and its associated phenomena. The evolution of these roots to the present time is then explored as the means to understanding current theoretical positions and how they are converging on our increased knowledge of the role of self phenomena in all of human behavior, and particularly human behavior in learning contexts. As I proceed, I explore answers to the following questions: How can properties of the self (including its structure and processes) contribute to our understanding of its role in initiating and regulating the chain of events leading to effective,

____________________
1
"Scientific" is in quotes because of the ongoing debate within the scientific community regarding what constitutes science as concept and method.

-67-

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