Self-regulation – regulation of one’s own behaviour, actions, experience
and adaptation of qualities and features based on self-knowledge, self-
criticism and self-evaluation.
Self-education’s prerequisites include not only the aforementioned abilities
and skills, but also the experience, personal qualities and
maturity/immaturity of the person in question. According to Opatřilová,
successful self-education can be carried out only after the individual has
reached the required level of self-knowledge, self-evaluation and is capable
of setting the targets and tasks for own self-education (Opatřilová, 1984).
Pospíšil stipulates the following prerequisites for self-education
:
- self-motivation, needs, interests – the individual is motivated by stimuli from the schools, the need for a wider educational horizon is formed,
- self-diagnosis ability – the individual is capable of evaluating the
degree of his/her development,
the ability to draft one’s own further development – the ability
is realised only when resources are available for the individual that
will enable such realisation (Pospíšil, 2006).
5.3 Stages of Self-education Self-education is a process toward the fulfilment of one’s own set intentions.
It takes place gradually in several phases.
Phases of self-education according to Opatřilová:
1. self-knowledge – the goal is to achieve true findings about oneself – the
prerequisite for setting realistic targets for self-education,
2. setting the target – should be clear and realistic,
3. intentional formation of self-educational situations – planned and
systematic formation of self-educational situation helps the implementation
of self-education,
4. self-control – self-critical determination of the rate to which one changed
in relation to the set targets (Opatřilová, 1984).
