The Self-Management of Learning (I)

The purpose of the article is to define the self-management of learning in the multimedia knowledge society and to draw its profile, using clearly specified criteria, for the students in technical faculties also enrolled in the program for pedagogical training.The self-management of learning is similar, but not identical to the notion of self-directed learning (Siebert, 2001), self-regulated learning (Zimmerrman, 1989; Negovan, 2009), learning self-determination (Frăsineanu, 2010), self-education (Barna, 1995), self-training (Dordea, 2006), independent learning (Neacşu, 2000).The self-management concept is defined and described by the actions of anticipation, planning, design, organisation, management, assessment and self-counselling of learning. We develop and present a pyramidal model of self-managerial competences for learning, from the bottom to the top in the following manner: cognitive competencies, metacognitive competencies, motivational competencies, management competencies. This model consists of three synthetic dimensions of self-managerial competencies: learning self-knowledge, self-motivation for learning, learning self-assessment.