Self Regulated Learning

What does it mean to engage in self regulated learning? Self-regulated learning combines many cognitive processes including metacognition, motivation, and cognition, and critical thinking. Monitoring cognition, attention and emotions are forms of self regulation which enhance self learning. Learning can influenced by a multitude of factors that can and cannot be regulated. External stimuli in the form of distractors make self regulation more difficult. Internal factors like locus of control, emotions, self interests, passion, motivation and weak or strong self efficacy beliefs can also influence self regulated learning. Self regulated learning is a deliberate, intentional process of planning, monitoring and regulating behaviors which lead to learning (Hadwin, et al., 2011). Self regulated learning can be both individual and collaborative (Jarvela & Hadwin, 2013), and is usually goal directed (Hadwin et al, 2011).

In contrast, Pintrich (2010) describes the process for self regulated learning as:

(1) planning and goal-setting, activation of perceptions and knowledge of the task and context and the self in relation to the task;

(2) monitoring processes that represent metacognitive awareness of different aspects of the self and task or context;

(3) efforts to control and regulate different aspect of the self or task and context;

(4) reactions and reflections on the self and the task or context.

We must also consider the role the environment will play in learning. In a self-directed learning environment, students have more freedom to generate and pursue their own goals, and undertake critical evaluation of the materials they select. The self-directed learner initiates the learning task, whereas in self-regulated learning, the task can be set by the teacher (Robertson, 2011).