International Journal of Social Science & Economic Research
Submit Paper

Title:
SELF-REGULATED LEARNING AND SKILL DEVELOPMENT: AN OVERVIEW

Authors:
Dr Ram Mehar, Navneet Kad

|| ||

1Dr Ram Mehar, 2Navneet Kad
1. Associate Professor, Department of Education, USOL Panjab University, Chandigarh
2. Research Scholar, Department of Education, Panjab University, Chandigarh

MLA 8
Mehar, Dr Ram, and Navneet Kad. "SELF-REGULATED LEARNING AND SKILL DEVELOPMENT: AN OVERVIEW." Int. j. of Social Science and Economic Research, vol. 3, no. 12, Dec. 2018, pp. 7354-7362, ijsser.org/more2018.php?id=530. Accessed Dec. 2018.
APA 6
Mehar, D., & Kad, N. (2018, December). SELF-REGULATED LEARNING AND SKILL DEVELOPMENT: AN OVERVIEW. Int. j. of Social Science and Economic Research, 3(12), 7354-7362. Retrieved from ijsser.org/more2018.php?id=530
Chicago
Mehar, Dr Ram, and Navneet Kad. "SELF-REGULATED LEARNING AND SKILL DEVELOPMENT: AN OVERVIEW." Int. j. of Social Science and Economic Research 3, no. 12 (December 2018), 7354-7362. Accessed December, 2018. ijsser.org/more2018.php?id=530.

References

[1]. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
[2]. Ertmer, P. A., & Newby, T. J. (1996). The expert learner: Strategic, self-regulated, and reflective. Instructional Science, 24(1), 1–24.
[3]. India Today (2016). Unemployment: What is wrong with Indian Engineers. Retrieved February 2, 2019 from file:///C:/Users/Dell/Desktop/Only%207%20per%20cent %20engineering%20graduates%20employable_%20What's%20wrong%20with%20India' s%20engineers_%20- %20Education%20Today%20News.html
[4]. Jossberger, H. (2011). Toward self-regulated learning in vocational education: Difficulties and opportunities. Unpublished Ph.D. Thesis, Netherlands: Open Universiteit. Retrieved February 2, 2018 from http://dspace.ou.nl/bitstream/1820/3417/1/Proefschrift_Jo ssberger.pdf
[5]. Larrivee, B. (2009). Authentic classroom management: Creating a learning community and building reflective practices. NJ: Pearson Education, Inc.
[6]. National Curriculum Framework (2005). New Delhi, India: National Council of Educational Research and Training.
[7]. National policy for skill development and entrepreneurship (2015).New Delhi, India: Ministry for Skill Development and Entrepreneurship, Government of India. Retrieved February 3, 2018 from http://www.skilldevelopment.gov.in/National-Policy-2015.html
[8]. Nilson, L. B. (2013). Creating self-regulated learners:Strategies to strengthen students’ self awareness and learning skills .Sterling, Virginia: Stylys Publising, LLC.
[9]. Okada, A. (2012). Skills Development for Youth in India: Challenges and Opportunities. Journal of International Cooperation in Education, 15(2), 169-193.
[10]. Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International journal of educational research, 31(6), 459-470.
[11]. Results for development institute (2012). Skills for employability in Africa and Asia. Washington, DC: R4D
[12]. Schunk, D. H., & Zimmerman, B. J. (1998). Self-regulated learning: From teaching to self- reflective practice. New York: The Guilford Press.
[13]. Wong, Y.L. (2004). Learning about learning disabilities (3rd ed.). San Diego, CA: Elsevier Academic Press.
[14]. Youth for Nation building: mygov.in Retrieved January 27, 2018 from https://www.mygov.in/group/youth-nation-building/
[15]. Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.
[16]. Zimmerman, B. J. (1998). Developing self-fulfilling cycles of academic regulation: An analysis of exemplary instructional models. In D. H. Schunk & B. J. Zimmerman (Eds.), Self- regulated learning: From teaching to self-reflective practice (pp. 1-19). New York, NY, US: Guilford Publications.
[17]. Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
[18]. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
[19]. Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P.J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 683–703). New York: Cambridge University Press.
[20]. Zimmerman, B. J., Boekarts, M., Pintrich, P. R., & Zeidner, M. (2000). A social cognitive perspective. Handbook of self-regulation, 13(1), 695-716.
[21]. Zimmerman, B., & Schunk, D. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York, NY: Springer-Verlag.
[22]. Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). Encouraging self-regulated learning in the classroom: A review of the literature. Richmond, VA: Metropolitan Educational Research Consortium Retrieved January 10, 2018 from http://www.self-regulation.ca /uploads/5/6/2/6/56264915/encouraging_self_regulated_learning_in_the_classroom.pdf

Abstract:
India is the second most populated country with 54% population below 25 years. This could prove an asset for the country only if this class is skilled enough to be socially, culturally and economically productive. Result for Development Institute Report (2012) reveals that although technical and basic cognitive skills are indispensible yet many non-cognitive and transferrable skills are gradually becoming vital in workplace these days. Problem solving, punctuality, flexibility and communication are some of such non-cognitive skills. In India, there is a wellestablished structure of skill and vocational training but the present system could not adequately prepare youth to meet the present requirements of the domestic and international market. One of the major concerns to provide quality training in skill development is the methodology or approach used in training programmes. Most of these programmes emphasizes on technical or vocational skills whereas other skills like soft skills, lifelong learning skills, job skills are generally ignored. Adopting self-regulated learning could be a solution for this problem as it is a social cognitive theory of learning. It considers learning as an outcome of interaction of cognition, behaviour and environment of an individual. Present paper analyses how selfregulated learning could be helpful to fulfill the objectives of various skill development programmes.

IJSSER is Member of