Self-regulated and Self-directed Learning : Why Don't Some Neighbors Communicate ?

Laurent Cosnefroy Philippe Carré 1
1 CREF: Équipe Apprenance et Formation des Adultes
CREF - Centre de recherches éducation et formation
Abstract : In connection with the ever-growing necessity of autonomous lifelong learning, psychological and educational research abounds with a plethora of self constructs. Among these, concepts that appear closely related seem to be used in complete ignorance of one another, thus appearing to operate within clearly segmented areas of empirical and academic subcultures. This paper examines two major constructs – self-regulated and self-directed learning – in order to (a) define them and establish their conceptual proximity and differences; (b) document the absence of links between them in the relevant literature(s); and (c) suggest three possible explanations for this mutual ignorance among close scientific kin.
Keywords : self-directed learning self-regulated learning self-determination self-efficacy metacognition autodidaxy autonomy
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Article dans une revue
International Journal of Self-Directed Learning, International Society for Self-Directed Learning, 2014, 11-2 (1-12)
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Soumis le : mercredi 6 décembre 2017 - 11:52:22
Dernière modification le : mercredi 4 juillet 2018 - 23:14:10

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Laurent Cosnefroy, Philippe Carré. Self-regulated and Self-directed Learning : Why Don't Some Neighbors Communicate ?. International Journal of Self-Directed Learning, International Society for Self-Directed Learning, 2014, 11-2 (1-12). 〈hal-01410802〉

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