SELF-REGULATION LEARNING

theoretical approaches and challenges for practice in educational contexts

Abstract

This article aims to present a comprehensive framework the process involved in self-regulation, as well as its functions exercised on the trajectory of actions that range from the formulation of personal goals, until its acquisition. Identification of cyclical phases of self-regulation - from the formulation of intention until behavior self-assessment and its results - emphasizes the temporal dimension, the role of environmental and social context in which the individual is embedded as well as the complexity of personal processes involved ln the change and its long-term maintenance. The intention is to reflect on the construct of self-regulation learning and the complexity of its evaluation, aiming to understand theoretical approaches and seeking practices challenges in educational settings.