Self-regulated learning (SRL) refers to the degree to which learners are metacognitively, motivationally, and behaviorally active participants in their own learning process. Rather than passively receiving instruction, self-regulated learners set goals, select appropriate strategies, monitor their comprehension, evaluate their progress, and adjust their approach when strategies are not working. SRL is one of the strongest predictors of academic achievement across all ages and domains.
Models of Self-Regulation
Zimmerman's social-cognitive model describes SRL as a cyclical process with three phases: forethought (goal setting, strategic planning, self-efficacy beliefs), performance (strategy use, self-monitoring, attention focusing), and self-reflection (self-evaluation, causal attributions, adaptive reactions). Winne and Hadwin's model emphasizes the role of metacognitive monitoring in generating internal feedback that drives strategy adaptation. Pintrich's model highlights the interaction of cognitive, motivational, and contextual factors.
A core component of SRL is metacognitive monitoring — the ability to accurately assess one's own understanding and learning progress. Research shows that students are often poor metacognitive monitors, overestimating their understanding (the illusion of knowing). Calibration can be improved through practice testing (which provides accurate feedback about knowledge), delayed judgments of learning (which are more accurate than immediate judgments), and explicit metacognitive training.
Educational Implications
Teaching SRL skills improves academic performance, particularly for struggling students. Effective interventions include direct instruction in learning strategies (elaboration, self-explanation, practice testing, spaced practice), metacognitive training (self-questioning, comprehension monitoring), and motivational support (growth mindset, attributional retraining). The challenge is that many students lack awareness of effective strategies and instead rely on ineffective ones like re-reading and cramming.