Self-regulation with respect to informal learning

January 1st, 1999 | RESEARCH

This chapter draws attention to the self-regulatory skills that students use in informal learning settings. Formal and informal learning settings are defined as complementary learning environments and it is pointed out that students differ with respect to the learning environments they find conducive to learning. It is suggested that the goals students set for themselves when learning in an informal learning context are different from the goals they set for themselves in a formal learning context. Furthermore, it is speculated that students attend to different clues and select different self-regulatory strategies in these complementary learning contexts, mainly because goal congruent information becomes readily available while learning.


(no document provided)

Team Members

Monique Boekaerts, Author, Leiden University
Alexander Minnaert, Author, Leiden University


Publication: International Journal of Educational Research
Volume: 31
Page(s): 533

Related URLs

full Text via ResearchGate


Audience: Educators | Teachers | General Public | Museum | ISE Professionals
Discipline: Education and learning science
Resource Type: Peer-reviewed article | Research Products
Environment Type: Exhibitions | Informal | Formal Connections | Media and Technology | Public Programs