This refers to the cognitive activities carried out before learning. Self-regulatory processes detail the self-regulation process as follows, in three cyclical phases ( Zimmerman, 2002, pp. Self-motivation, self-efficacy, interaction, and environment management are the influencing factors in self-regulated learning ( Liaw and Huang, 2013). The notion of self-regulated learning involves reflection as a cognitive and affective activity that requires the active engagement of the individual and involves examining one’s answers, beliefs, and premises in light of the situation at hand ( Rogers, 2001). Self-regulated learners are metacognitive, motivational, and behaviorally active participating in their own learning process (Zimmerman and Schunk, 2001, cited in Liaw and Huang, 2013). Self-regulated learning can be defined as the ability of a learner to actively monitor and control his or her own learning processes, such as setting learning goals, controlling the products produced, managing the effort involved, interpretatiing external feedback, creating strategies to reach the goals, providing self-feedback, etc., while maintaining a high level of motivation ( Nicol and MacFarlane-Dick, 2006 Zimmerman and Schunk, 1989). Pérez Garcias, in Formative Assessment, Learning Data Analytics and Gamification, 2016 2.1 Self-Regulated Learning Low expectancies and values with respect to the future school career increase the probability of dropping out. Both expectancies and values are based on family background, school and class variables, and previous individual achievement-related experiences. Their study suggests that students who perceive their parents, teachers, and school administrations as supportive develop a higher level of perceived competence and academic autonomy, and that this leads to higher intrinsic academic motivation and a lower likelihood of leaving school without graduating.Įxpectancy-value models (e.g., Wigfield and Eccles 2000) suggest that academic choices are based mainly on expectancies of success in the domain of choice, and on how students value the domain. ( 1997) proposed a model assuming self-determined academic motivation to be an important factor influencing behavioral intentions and dropout behavior.
In one of the few psychological studies on reasons for dropout, Vallerand et al.
Schools, parents, and teachers provide an academic environment, and students' perceptions of this environment determine their achievement motivation, their behavioral intentions, and their academic behavior and choices. Köller, in International Encyclopedia of the Social & Behavioral Sciences, 2001 2.3 Individual Determinants of High School DropoutĪlthough many background and school variables are important antecedents of dropout, a more psychological view of the problem suggests that the concrete decision of whether or not to carry on or leave school is guided by individual characteristics such as attitudes and motivational states.
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