Self-Regulated Learning Literature Review (original) (raw)

A New Theoretical Construct in the Concept of Self-Regulated Learning

International Journal of Educational Excellence, 2016

The following work is a reflection based on extensive bibliographical study that attempts to shed light on the importance of self-regulated learning in educational contexts. In these last years, several terms have been used interchangeably to refer to self-regulated learning. Among these terms, particularly noteworthy are the terms of self-directed learning, autonomous learning, independent learning, and self-learning. Nonetheless, the term self-regulated learning is the one that has prevailed. Selfregulated learning is a type of technical learning in which the learner manages his/her cognition, behaviour, affection and motivations actively and responsively (all of which are systematically oriented to achieving the set goals. Self-regulated learning is a new construct that considers the various types of cognitive, metacognitive, motivational, contextual and behavioural variables, all of which lead to a quality learning process. Students who self regulate their learning and studying processes are more active, effective and efficient and demonstrate substantially higher levels of motivation.

Self-regulated learning: current and future directions

Electronic Journal of Research in Educational Psychology, 2004

The context of Educational Psychology has seen profound changes over the last 30 years; due to these, self-regulated learning has become a current focus for research, and one of the essential axes of educational practice. Since Zimmerman and Schunk's (1989) publication, Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice, a great deal of research on self-regulated learning has been undertaken. Taking these and other current publications as our reference, this paper's objective is to gather the main concerns being addressed in studies on self-regulated learning. In addition, we highlight a series of directions that may guide future research in this field.

Effective Strategies for Self-regulated Learning

2013

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Could Self-Regulated Learning Be Taught To Students?

Proceedings of the 1st International Conference on Education Social Sciences and Humanities (ICESSHum 2019), 2019

The high number of students with low capacity for self-regulated learning (SRL) indicates the poor contribution of teacher-organized instructional activities to foster students' independent learning. Cognizant of this situation, the present study aims to facilitate the development of students' SRL capacity. For this purpose, following the non-equivalent pre-test-post-test experimental design, the study applied the self-regulation based learning model (SRLM). Eighty-one (81) senior high school students were involved in this study. Their level of SRL was measured using the self-regulated online learning questionnaire (SOL-Q) and was further analyzed using the one-way ANOVA. This study confirmed the significant effect of SRLM on the development of students' self-regulated learning.

A Review of Self-regulated Learning: Six Models and Four Directions for Research

Frontiers in Psychology, 2017

Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Järvelä and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

Developing and assessing self-regulated learning

The Assessment Handbook: Continuing Education …, 2009

The report focuses on aspects in the development and assessment of self-regulated learning in the school context. The nature of self-regulated learning was discussed by identifying its critical characteristics. Different models showing the components and process of self-regulation ...

Supporting Self-Regulated Learning

Self-regulated learning (SRL) competences are crucial for lifelong learning. Their cultivation requires the right balance between freedom and guidance during the learning processes. Current learning systems and approaches, such as personal learning environments, give overwhelming freedom, but also let weak learners alone. Other systems, such as learning management systems or adaptive systems, tend to institutionalise learners too much, which does not support the development of SRL competences. This chapter presents possibilities and approaches to support SRL by the use of technology. After discussing the theoretical background of SRL and related technologies, a formal framework is presented that describes the SRL process, related competences, and guidelines. Furthermore, a variety of methods is presented, how learners can be supported to learn in a self-regulated way.

Self-Regulated Learning Strategies (SRLS)

Abstract- The present study tried to investigate and find the relationship between the two variables of the research that is, the use of SRL strategies and students’ academic achievement. The subjects under study were a group of male (40) and female (42) pre- university students randomly selected from two schools in Tehran, Iran. The instruments used to gather data were a translated version of the Motivated Strategies for Learning Questionnaire (MSLQ) translated by Navidi (2003) and an academic achievement test. In order to describe data collected from administering the above- mentioned instruments statistical procedures such as mean, standard deviation, correlation coefficient, as well as an independent t-test were used. The findings of the present study revealed that there is a strong relationship (r = .80) between the use of SRL strategies and students’ academic achievement which is consistent with the findings of studies conducted before. However, considering the difference between male and females concerning the use of different components of SRL strategies, the findings of this study showed that there is a difference between male and females as to the use of SRL strategies. Females outperformed males in both academic achievement and the use of SRL strategies.