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Self-regulated learning (SRL) is one of the domains of self-regulation, and is aligned most closely with educational aims. [1] Broadly speaking, it refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.
In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill. People may have several skills, some unrelated to each other, and each skill will typically be at one of the stages at a given time.
Homework charts; Toilet training charts; Single behavior charts can be used for all ages and is best used for learning one skill at a time. Multiple behavior charts also can be used for a variety of ages and can be used for processes that require several steps. [3] Chore charts and behavior charts can each be used for several different situations.
Drive reduction theory, developed by Clark Hull in 1943, is a major theory of motivation in the behaviorist learning theory tradition. [1] "Drive" is defined as motivation that arises due to a psychological or physiological need. [2] It works as an internal stimulus that motivates an individual to sate the drive. [3]
Kolb integrated this learning cycle with a theory of learning styles, wherein each style prefers two of the four parts of the cycle. The cycle is quadrisected by a horizontal and vertical axis. The vertical axis represents how knowledge can be grasped, through concrete experience or through abstract conceptualization , or by a combination of both.
The desire to learn is often related to the concept of motivation. Motivation is the most-used concept for explaining the failure or success of a language learner. [1] Second language (L2) refers to a language an individual learns that is not his/her mother tongue, but is of use in the area of the individual.