Browsing by Author "Focșa-Semionov, Svetlana"

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    AUTOREGLAREA ÎNVĂŢĂRII ŞI EFICIENŢA ACADEMICĂ ÎN CONTEXTUL UNIVERSITAR
    (CEP USM, 2007) Focșa-Semionov, Svetlana
    Self-regulated learning (SRL) has become a current focus for research, and one of the essential axes of educational practice. Taking of current publications in the filed as our reference, this paper’s objective is to examine the main points of learning and of the concept self-regulated learning related to the characteristics differentiated students high self-regulating, and the relationships between SRL and academic performance in the university context. A review of relevant research revealed that: learning is an active, cognitive, constructive, significant, mediated and self-regulated process; the characteristics attributed to self-regulating persons coincide with those attributed to high-performance, high capacity students. However, SRL is not a characteristic that is genetically based or formed early in life so those students are "stuck" with it for the rest of their lives, SRL can be thought, learned and controlled.
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    DEZVOLTAREA COMPETENŢELOR DE AUTOREGLARE A ÎNVĂŢĂRII LA STUDENŢI
    (CEP USM, 2007) Focșa-Semionov, Svetlana
    Our purpose is to present an overview of the Self-Regulated Strategy instruction models for university students in this paper. Here you will find the theoretical framework “ACRA Model” of learning strategies and the Self-Regulated Development (SRSD) model implementation, as well as the foundational basis for there effectiveness. These models intended to help students develop the necessary skills to be self-regulated learners. The information is presented, introduced and explained: sequence of five mental operations of written information processing which the semantic storage of conceptual, theoretical knowledge facilitated is facilitate; the steps and the purpose behind each step. We stressed that the instructional process is what determines the effectiveness of strategy instruction.