INHERENT DETAILS OF SELF-REGULATED LEARNING INCLUDE STUDENT PERCEPTIONS

Winne's (1995) thoughtful and proactive article stressed the role of m etacognitive processes in self-regulated learning. Although metacognit ion and forms of knowledge are important, they provide an incomplete p icture of the processes involved in self-regulation. Theoretical and e mpirical evidence support the inclusion of student perceptions and mot ivational processes as integral components of self-regulation. Researc h incorporating the operation of student knowledge and perceptions wil l make a significant contribution to the self-regulation literature an d have important implications for instruction.