Self-regulated learning

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The term self-regulated can be used to describe learning that is guided by metacognition, strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn (Butler & Winne, 1995; Winne & Perry, 2000; Perry, Phillips, & Hutchinson, 2006; Zimmerman, 1990). In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence (as opposed to fixed views of intelligence) and attribute their successes or failures to factors (e.g., effort expended on a task, effective use of strategies) within their control (Dweck & Leggett, 1988; Dweck, 2002). Finally, students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success (Perry et al., 2006). In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy (Pintrich & Schunk, 2002). In the educational psychology literature, researchers have linked these characteristics to success in and beyond school (Pintrich, 2000; Winne & Perry, 2000).

Contents 1 Social Cognitive Perspective 2 Cognitive Processing Perspective 3 See also 4 References

[edit] Social Cognitive Perspective

Zimmerman et al specified three important characteristics:

• self-observation (monitoring one's activities);
• self-judgment (self-evaluation of one's performance) and
• self-reactions (reactions to performance outcomes)

[edit] Cognitive Processing Perspective

Winne & Marx posited that motivational thoughts and beliefs are governed by the basic principles of cognitive psychology, which should be conceived in information-processing terms.

[edit] See also

• Self (psychology)
• Self-efficacy
• Educational psychology
• Learning by teaching (LdL)

[edit] References

• Butler, D. L. & Winne, P.H. Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245-281.
• Dweck, C. S. (2002). Beliefs that make smart people dumb. In R. J. Sternberg (Ed.), Why smart people do stupid things. New Haven: Yale University Press.
• Dweck, C.S., & Leggett, E.L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
• Perry, N.E., Phillips, L., & Hutchinson, L.R. (2006). Preparing student teachers to support for self-regulated learning. Elementary School Journal, 106, 237-254.
• Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
• Winne, P.H. & Perry, N.E. (2000). Measuring self-regulated learning. In P. Pintrich, M. Boekaerts, & M. Seidner (Eds.), Handbook of self-regulation (p. 531-566). Orlando, FL: Academic Press.
• Zimmerman, B.J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3-17.