Self-regulated learning

Abstract: The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.

Abstract: Publisher Summary Current research on goal orientation and self-regulated learning suggests a general framework for examining learning and motivation in academic contexts. Moreover, there are some important generalizations that are emerging from this research. It seems clear that an approach-mastery goal orientation is generally adaptive for cognition, motivation, learning, and performance. The roles of the other goal orientations need to be explored more carefully in empirical research, but the general framework of mastery and performance goals seems to provide a useful way to conceptualize the academic achievement goals that students may adopt in classroom settings and their role in facilitating or constraining self-regulated learning. There is much theoretical and empirical work to be done, but the current models and frameworks are productive and should lead to research on classroom learning that is both theoretically grounded and pedagogically useful.

Abstract: Foreword. About the Editors. Contributors. M. Boekaerts, P.R. Pintrich, and M. Zeidner, Self-Regulation: An Introductory Overview. General Theories and Models of Self-Regulation: B.J. Zimmerman, Attaining Self-Regulation: A Social Cognitive Perspective. C.S. Carver and M.F. Scheier, On the Structure of Behavioral Self-Regulation. J.Y. Shah and A.W. Kruglanski, Aspects of Goal Networks: Implications for Self-Regulation. J. Kuhl, A Functional-Design Approach to Motivation and Self-Regulation: The Dynamics of Personality Systems Interactions. G. Matthews, V.L. Schwean, S.E. Campbell, D.H. Saklofske, and A.A.R. Mohamed, Personality, Self-Regulation, and Adaptation: A Cognitive-Social Framework. A. Demetriou, Organization and Development of Self-Understanding and Self-Regulation: Toward a General Theory. S.L. Shapiro and G.E. Schwartz, The Role of Intention in Self-Regulation: Toward Intentional Systemic Mindfulness. T. Jackson, J. Mackenzie, and S.E. Hobfoll, Communal Aspects of Self-Regulation. Domain-Specific Models and Research on Self-Regulation: J.B. Vancouver, Self-Regulation in Organizational Settings: A Tale of Two Paradigms. S. Maes and W. Gebhardt, Self-Regulation and Health Behavior: The Health Behavior Goal Model. S. Brownlee, H. Leventhal, and E.A. Leventhal, Regulation, Self-Regulation, and Construction of the Self in the Maintenance of Physical Health. M. Boekaerts and M. Niemivirta, Self-Regulated Learning: Finding a Balance Between Learning Goals and Ego-Protective Goals. P.R. Pintrich, The Role of Goal Orientation in Self-Regulated Learning. F. Rheinberg, R. Vollmeyer, and W. Rollett, Motivation and Action in Self-Regulated Learning. P.H. Winne and N.E. Perry, Measuring Self-Regulated Learning. Interventions and Applications of Self-Regulation Theory and Research: N.S. Endler and N.L. Kocovski, Self-Regulation and Distress in Clinical Psychology. T.L. Creer, Self-Management of Chronic Illness. D.H. Schunk and P.A. Ertmer, Self-Regulation and Academic Learning: Self-Efficacy Enhancing Interventions. J. Randi and L. Corno, Teacher Innovations in Self-Regulated Learning. E. De Corte, L. Verschaffel, and P. Op 't Eynde, Self-Regulation: A Characteristic and a Goal of Mathematics Education. C.E. Weinstein, J. Husman, and D.R. Dierking, Self-Regulation Interventions with a Focus on Learning Strategies. M. Zeidner, M. Boekaerts, and P.R. Pintrich, Self-Regulation: Directions and Challenges for Future Research. Index.

Abstract: The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.