Factors Influencing These Patterns

Motivation is the reason one has for behaving in a particular way. The phases of Forethought, Performance, and Self-Reflection all contribute to students' motivation for learning in a self-regulated way. 

When students focus on improving and growing compared to their past selves, their opinion of themself improves; this is the concept of self-satisfaction. Self-satisfaction involves how a student perceives their performance, and whether or not they are satisfied with it (Zimmerman 68). When students are satisfied with their performance it increases their self-motivation; but decreases in self-satisfaction subvert future efforts for learning. Self-satisfaction greatly impacts the patterns of self-regulated learning. 

Setting goals influences self-regulated learning patterns. Students who create distinct, attainable goals are "more likely to self-observe their performances in these areas, more likely to achieve in the target area, and will display higher levels of self-efficacy than students who do not set goals" (Zimmerman 69). When students set goals, they also plan a course to achieve their goals. This demonstrates self-regulated learning as they practice self-control and observe their progress in meeting their academic goal.