Психологически особености на моделите на саморегулираното учене
Psychological features of the models of self-regulated learning

Summary/Abstract: This theoretical review presents classic and modern attempts to define and interpret self-regulated learning by identifying its more important essential and differential characteristics. All this is done in the light of the shifting focus of scientific analysis from individual learning abilities and the impact of the environment as “fixed” wholes, to manifestations of initiative, perseverance, active commitment and self-regulation designed to enhance personal well-being, academic performance and improve the organization of learning and self-preparation. Specifically, individual psychological aspects are presented in three of the most popular models of self-regulated learning, developed respectively by В. Zimmerman, M. Boekaerts, P. Pintrich.

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