About this paper

Appears in:
Pages: 7373-7381
Publication year: 2018
ISBN: 978-84-09-02709-5
ISSN: 2340-1117
doi: 10.21125/edulearn.2018.1728

Conference name: 10th International Conference on Education and New Learning Technologies
Dates: 2-4 July, 2018
Location: Palma, Spain

CRITICAL THINKING IN SELF-REGULATED LEARNING

T. Baranovskaya1, V. Shaforostova1, T. Balykhina2, E. Lapteva3

1National Research University Higher School of Economics (RUSSIAN FEDERATION)
2RUDN University (RUSSIAN FEDERATION)
3Moscow State University of Food Production (RUSSIAN FEDERATION)
The ability to understand and control learning refers to self-regulation and critical thinking. Critical thinking is a very important element of self-regulated learning. It has been of significant interest and one of the dominant research areas in educational contexts in various countries. But not much information has been given on critical thinking as a focus self-regulated learning. The purpose of this article is to show how critical thinking affects self-regulated learning. The authors of the article offered a 104-hour course of English to 57 (among them males 22, females 32) second-year students of National Research University “Higher School of Economics”, Public Administration Studies. The course was designed to develop students’ critical thinking through the set of activities for improving listening skills. The students were divided into two groups, one of them being an experimental; the other the control one. The students of the experimental group followed the designed course. The control group students continued their studies in the traditional way. The assessment of the critical thinking development among the students of both groups was conducted with the help of the questionnaire and according to the students’ level of performance through Objectives Placement Test. The results of the questionnaire and placement test showed that in the self-regulatory context critical thinking is one of the most important cognitive mechanisms, which also demonstrates the level of students’ performance in English. The continuation of the research is provoked by the designed course outcome taking into account critical thinking instruction which is important as it is seen from the experiment in developing critical thinking skills.
@InProceedings{BARANOVSKAYA2018CRI,
author = {Baranovskaya, T. and Shaforostova, V. and Balykhina, T. and Lapteva, E.},
title = {CRITICAL THINKING IN SELF-REGULATED LEARNING},
series = {10th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN18 Proceedings},
isbn = {978-84-09-02709-5},
issn = {2340-1117},
doi = {10.21125/edulearn.2018.1728},
url = {http://dx.doi.org/10.21125/edulearn.2018.1728},
publisher = {IATED},
location = {Palma, Spain},
month = {2-4 July, 2018},
year = {2018},
pages = {7373-7381}}
TY - CONF
AU - T. Baranovskaya AU - V. Shaforostova AU - T. Balykhina AU - E. Lapteva
TI - CRITICAL THINKING IN SELF-REGULATED LEARNING
SN - 978-84-09-02709-5/2340-1117
DO - 10.21125/edulearn.2018.1728
PY - 2018
Y1 - 2-4 July, 2018
CI - Palma, Spain
JO - 10th International Conference on Education and New Learning Technologies
JA - EDULEARN18 Proceedings
SP - 7373
EP - 7381
ER -
T. Baranovskaya, V. Shaforostova, T. Balykhina, E. Lapteva (2018) CRITICAL THINKING IN SELF-REGULATED LEARNING, EDULEARN18 Proceedings, pp. 7373-7381.
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