Learning strategies, regulatory and self-regulatory processes

Abstract This contribution explores learning strategies, focusing on cognitive and metacognitive processes. It defines strategies as intentional cognitive operations employed by learners to optimize learning. The text differ entiates between general strategies, applicable across various contexts, and specific ones tailored to particular tasks. It emphasizes that strategic learning is conscious and requires flexibility and experience, evolving from deliberate actions to automatic processes. The role of metacogni tion, self-regulation, and their impact on learning are also discussed, highlighting the importance of learners being able to monitor and adjust their cognitive activities. The document further investigates how effec tive strategies, such as problem-solving and information retrieval, can be taught and improved through external guidance, thus contributing to better academic performance and personal development.