Structured Poster Symposium: Adaptive and Maladaptive Regulation of Learning

Self-regulation of learning (SRL) involves students controlling of their own cognition, behaviour, emotions and motivation through metacognitive awareness of their conditions and situations (Winne & Hadwin, 1998). While this self-reflective process is argued to be adaptive, students may also exhibit maladaptive responses through poorly orchestrated SRL skills. What is considered maladaptive, however, may be relative to one’s goal; the same...