Definition

Zimmerman defines Self Regulated Learning (SRL) as “the process whereby students activate and sustain cognitions, behaviors, and affects, which are systematically oriented toward the attainment of their goals” (2002). This means that SRL uses cognition, motivation, and proactive behaviors to reach a goal.

Purpose

Self-regulated learning theory serves as a system of acquiring information and completing tasks in a way that is most efficient and effective

Citations

Boekaerts, M. (1996). Self-regulated learning at the junction of cognition and motivation. European Psychologist, 1, 100-12.

Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational psychologist, 46(1), 6-25.

Goodwin, B. & Miller, K. (2-13). Teaching self-regulation has long-term benefits. Educational Leadership, 70(8), 80-81. Retrieved from http://www.ascd.org/publications/educational_leadership/may13/vol70/num08/Teaching_Self-Regulation_Has_Long-Term_Benefits.aspx.

Gunin, Gabrielle. “The Major Influences of Self-Regulation Development in Early Childhood.” Applied Psychology OPUS, Applied Psychology OPUS, 2022, https://wp.nyu.edu/steinhardt-appsych_opus/the-major-influences-of-self-regulation-development-in-early-childhood/.

Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational psychologist, 25(1), 3-17.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41, 64-70. doi:10.1207/s15430421tip4102_2

Zimmerman, B. J. (2013). From cognitive modeling to self-regulation: A social cognitive career path. Educational Psychologist, 48, 135-147.