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.

Emerging Trends of Self-regulated Learning: A Comprehensive Bibliometric Analysis

World Journal of English Language

Barry J Zimmerman considered that self-regulated learning is an active learning process including strategy use, metacognition, and motivation. Self-regulation failure is the core problem of academic procrastination, which seriously threatens academic success. The present research aims to provide a complete outline of SRL and catch the trends and current hotspots. VOSviewer and Bibliometric software was used to analyze the data from the Web of Science core collection database. The results showed that there are a considerable number of publications of articles on self-regulated learning every year; the USA is the most influential country, and Maastricht University is the most productive institution; it is clear that most authors do not like to cooperate with others, which leads to major groups of writers like Azevedo Roger and Gasevic Dragan. The Frontiers in Psychology is an influential journal that received much more articles and citations. The main hotspots of self-regulated learni...

Effective Strategies for Self-regulated Learning : A Meta-Analysis

2013

No part of this book may be reproduced in any form, by print, photoprint, microfilm or any other means without written permission of the Director of the Institute Niets uit deze uitgave mag worden verveelvoudigd en/of openbaar gemaakt door middle van druk, fotokopie, microfilm of op welke andere wijze dan ook zonder voorafgaande schriftelijke toestemming van de Directeur van het Instituut

A plea for self-regulated learning as a process: Modelling, measuring and intervening

Self-regulated learning is regarded as a necessary prerequisite for life-long learning. Some of the existing models consider self-regulated learning as a process (e.g. . Taking a process perspective on self-regulated learning gives us new insights in selfregulation processes, which allows using suitable methods for measuring self-regulation processes and allows evaluating the effectiveness of training programs more precisely. In this article, we want to advocate the process view on self-regulated learning by explaining its possibilities and advantages. We present a process model, show methods of measuring processes and ways to analyze processes. Specially, we present empirical examples for studies performing a process approach which try to enhance self-regulated learning. Finally, we offer practical advice on developing effective interventions and instruments from a process perspective.