Self-regulated learning

Self-regulated learning is a process that assists students in managing their thoughts, behaviors, and emotions in order to successfully navigate their learning experiences. This process occurs when a student’s purposeful actions and processes are directed towards the acquisition of information or skills. Generally, models of SRL are separated into phases. One popular cyclical model (see Figure 1) discusses three distinct phases: Forethought and planning, performance monitoring, and reflections on performance (Pintrich & Zusho, 2002; Zimmerman, 2000).

 During the forethought and planning phase, students analyze the learning task and set specific goals toward completing that task. When students learn unfamiliar topics, however, they may not know the best ways to approach the task or what goals might be the most appropriate. Teachers and/or more experienced peers often can instruct students on effective approaches in cases like these.

Next, in the performance monitoring phase, students employ strategies to make progress on the learning task and monitor the effectiveness of those strategies as well as their motivation for continuing progress toward the goals of the task. Unfortunately, when strategies are new, students sometimes revert to using more familiar—and perhaps ineffective—strategies. For example, students may lapse into using the familiar strategy of flash cards to study new vocabulary words because it might seem easier than the new, effective strategy presented by the teacher. Whereas taking the time necessary to practice and learn the new strategy could lead to meaningful learning, students’ use of their fall-back strategy will likely leave them with a considerably less effective means to their learning. Close teacher monitoring and specific feedback can help students learn to use new strategies with fluency, especially if students face frustration.

In the final reflection on performance phase, students evaluate their performance on the learning task with respect to the effectiveness of the strategies that they chose. During this stage, students also must manage their emotions about the outcomes of the learning experience. These self-reflections then influence students future planning and goals, initiating the cycle to begin again.

Self-regulated learners’ proactive qualities and self-motivating abilities help to distinguish them from their peers. Research shows that self-regulated students are more engaged in their learning. These learners commonly seat themselves toward the front of the classroom (Labuhn, Zimmerman, & Hasselhorn, 2010), voluntarily offer answers to questions (Elstad & Turmo, 2010), and seek out additional resources when needed to master content (Clarebout, Horz, & Schnotz, 2010). Most importantly, self-regulated learners also manipulate their learning environments to meet their needs (Kolovelonis, Goudas, & Dermitzaki, 2011). For example, researchers have found that self-regulated learners are more likely to seek out advice (Clarebout et al., 2010) and information (De Bruin et al., 2011) and pursue positive learning climates (Labuhn et al., 2010), than their peers who display less self-regulation in the classroom. Due to their resourcefulness and engagement, it is not then surprising that findings from recent studies suggest that self-regulated learners also perform better on academic tests and measures of student performance and achievement (Schunk & Zimmerman, 2007; Zimmerman, 2008). In a study of high school students, Labuhn et al. (2010) found that learners who were taught SRL skills through monitoring and imitation were more likely to elicit higher levels of academic self-efficacy (i.e., confidence) and perform higher on measures of academic achievement compared to students who did not receive SRL instruction. It seems as though SRL can make the difference between academic success and failure for many students (Graham & Harris, 2000; Kistner, Rakoczy, & Otto, 2010).