The Self-Management of Learning (II)

We describe the self-management of learning in underachievers and high-achievers (Negovan, 2009) to identify the criteria for a good self-management of learning: 1. efficient time management; 2. establishing their own specific and immediate goals; 3. more frequent monitorization 4. higher satisfaction standards; 5. long-standing persistence of goals; 6. intrinsic motivation; 7. performance control; 8. environment structuring and selection; 9. seeking help. The presence of these criteria in their entirety (9) in the students' responses confirms a good self-management of learning in the students of the research sample, and their total absence or the partial presence of a number of criteria identifies managerial difficulties in students, for one of the three sub-components of management. This is also the research hypothesis. To test this hypothesis, we developed a questionnaire consisting of 30 questions divided in three sub-components: learning self-knowledge, self-motivation for learning, learning self-assessment. Based on the results, we developed a profile of the self-management of learning in the students in the sample selected. We found that all nine criteria are met by the students, but with two observations to each component. These observations and their interpretation can be found in the conclusions of this article.