Self-regulative

Self`-reg´u`la`tive


a.1.Tending or serving to regulate one's self or itself.
References in periodicals archive ?
In social cognitive theory individuals are viewed as self-organizing, proactive, self-reflective, and self-regulative (Bandura, 1999), and their perception of reality and their behavior are affected by the degree to which they perceive that they have control and influence over their lives (Federici & Skaalvik, 2011).
Individuals learn self-regulative behavior from modeling of others (e.g., Zimmerman, 2013).
The self-regulative mechanisms operate through three sub-functions, namely: Self-monitoring of one's behavior on determinants and consequences; Judgment of one's behavior in relation to personal standards and circumstances; Affective self-reaction.
The UN also uses a specific self-regulative approach in relation with the PMSCs.
Novice learners are not typically familiar with the procedures associated with constructive self-regulative learning" (Tergan, 1997).
For example, both focus on metacognitive and self-regulative skill development, constant and creative problem solving, collaborative social learning, interaction with the real world, the integration of theoretical and practical knowledge, critical thinking, and constant reflection in the learning environments where the teacher is the facilitator of student learning.
Some previous studies regard employees not only as passive one affected by their environment but as active agents that take self-regulative reaction (Bandura, 1989).
Fenton-O'Creevy and Knight (2006) perceive effective reflection by practitioners as the integration of formal, tacit and self-regulative forms of expert knowledge, with the professional/learner challenged to reconceptualise their practice world when experiencing dissonance between their preconceptions and practice evidence.
have been directed at students at this stage and have begun with the belief that metacognitive and self-regulative abilities do not start until the onset of early adolescence.
This format continues in V.2, on personality measurement and testing, where the main themes are multidimensional personality instruments; assessment of biologically based, self-regulative, and abnormal traits; and implicit, projective, and objective measures of personality.
The traditional epistemological approach fails on the second desideratum, suggesting the more radical alternative of analyzing first-person authority in terms of a rational and self-regulative capacity we have to author our own intentional states.
For students to be self-regulative, they should be able to conceptualize and accurately assess their ability to acquire and construct knowledge (Zimmerman, 2000).