Self-regulated learning

In this activity, read the chapter Strategije samoregulacije from the textbook Cvitković, D. (2014). Kognitivne strategije učenja (pp. 21–29) and take notes as you read. Pay special attention to the four main strategies of self-regulated learning that are the foundation for successful management of one's own learning: self-monitoring, self-instruction, goal setting, and self-motivation.

This chapter explains that self-regulation is not an innate ability, but a set of learned strategies and skills that enable an individual to plan, monitor, evaluate, and adjust their learning process. Self-regulated learning involves the conscious management of attention, emotions, and behavior, and research confirms that the development of these skills significantly contributes to educational success, even in students with learning disabilities (e.g., dyslexia or ADHD).

While reading, pay attention to:

• self-monitoring
• self-instructions
• goal setting, and self-motivation.

Note the key elements of each strategy, the examples the author provides, and possible barriers to their implementation. In particular, consider how the strategies could be translated into higher education learning practice, for example through structured assignments, seminar planning, exam preparation, or monitoring one’s own progress in digital environments (e.g., Moodle LMS).

The goal of the activity is to understand the basic self-regulation strategies and prepare for their application in one’s own professional and teaching context.