Self-Regulation of Learning

The concept of self-regulation has appeared frequently throughout this book. For example, in chapter 2 and again in chapter 4 we discussed the necessity of learners actively giving meaning to what they learn. In chapter 3 we stressed that it is learning (not instruction) that is important, and that learners must be responsible for seeing to it that they actually go through all the phases of learning. In chapter 5 we discussed the importance of learners feeling in control of learning and the value of intrinsic over extrinsic motivation. In the present chapter we have shown that students who possess learning-to-learn skills, executive skills, and metacognitive skills are more likely to learn effectively than those who lack these skills. What all of this means is that it is crucial to transfer as much responsibility for learning to the students themselves. Teachers normally can't accomplish this transfer of power simply by telling their students to "go out and learn." A more structured and supportive approach is desirable.

Students at almost any age are capable of taking charge of their own learning. That's what babies do when they play with their crib mobiles, and that's what you should be doing if you hope to gain as much as possible from reading this book. However, the fact that almost all people are capable of self-regulation does not mean that all students actually do take effective charge of their own learning. By carefully examining the components of self-regulated learning, we can develop more effective strategies for helping students this important skill.

When faced with a learning task, self-regulated learners typically do the following:

• They begin by analyzing the task and interpreting task requirements in terms of their current knowledge and beliefs.
  
  
• They set task-specific goals, which they use as a basis for selecting, adapting, and possibly inventing strategies that will help them accomplish their objectives.
  
  
• After implementing strategies, they monitor their progress toward goals, thereby generating internal feedback about the success of their efforts.
  
  
• They adjust their strategies and efforts based on their perception of ongoing progress.
  
  
• They use motivational strategies to keep themselves on task when they become discouraged or encounter difficulties.

Self-regulated learners are flexible. They don't do these tasks just once. Rather, they go through the above list recursively, looping back to make adjustments as necessary (Butler & Winne, 1995; Carver & Scheier, 1990; Zimmerman, 1989).

Self-regulation refers to the use of processes that activate and sustain thoughts, behaviors, and affects in order to attain goals (Schunk & Zimmerman, 1997). In other words, it refers to taking charge of our own learning by coordinating the thinking skills described in this chapter. Self-regulation has three components:

• Self-observation. Deliberate attention to specific aspects of one's own behaviors.
  
  
• Self-judgment. Comparing one's current progress toward a goal with a standard.
  
  
• Self-reaction. Making evaluative responses to judgments of one's own performance.

That is, learners regulate their own learning by observing what they are able to do, then comparing this what they have observed to a standard of some kind and making judgments about the quality of this performance, and finally making plans regarding what to do next.

In summary, academic self-regulation includes skills such as the following (McCombs, 1989; Schunk, 1994; Zimmerman, 1994):

• Valuing learning and its anticipated outcomes
  
  
• Setting performance goals
  
  
• Planning and managing time
  
  
• Holding positive beliefs about one's abilities
  
  
• Attending to and concentrating on instruction
  
  
• Effectively organizing, rehearsing, and encoding information
  
  
• Setting up a productive work environment
  
  
• Using social resources effectively
  
  
• Focusing on positive effects
  
  
• Making useful attributions for success and failure

Click on a topic from the following list, or use your web browser to go where you want to go:

• Introduction
• Learning-to-Learn Skills
• Content Thinking Skills
• Basic Reasoning Skills
• Summary of Thinking Skills
• Metacognitive Skills
• Development of Thinking Skills
• Cognitive Skills Instruction
• Self-Regulation of Learning <<You are here>>
• Notetaking
• Stimulating Creative Thinking
• Stimulating Critical Thinking
• What Teachers and Parents Can Do to Simulate Thinking Skills
• What Students Can Do to Simulate Thinking Skills
• Summary
• Annotated Bibliography