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What is Self-Regulated Learning Theory?
The theory of Self-Regulation was started in the early 1980s and has grown since then. Zimmerman was the primary researcher and pioneer of this theory. Initially, this theory was used to describe the degree to which students are metacognitively, motivational, and behaviorally active participants in their own learning processes (Zimmerman, 2013). Over time, Zimmerman has modified his original idea to encompass more of how students develop SRL and the different processes that are used such as planning, goal setting, self-instruction, and more as seen in the figure below. As we will explain in our other pages, there are multiple factors that play a role in SRL.
What are some of the limitations of SRL?
While there has been more than 40+ years of research into SRL, this theory still does not have all the answers. One of the big questions/limitations of SRL is that it is hard to describe why some students succeed or fail in their ability to take responsibility for self-regulating their own learning (Boekaerts, 2006). The skills and phases that are incorporated into SRL are meant to be taught through certain environments that are hard for some students to adapt and learn in. Another issue is that our classrooms/educational policies have not adapted well to incorporate SRL into classrooms (Boekaerts, 2006). Many classrooms don't include the self-reflection phase and often leave out many of the subprocesses for the performance phase and forethought phase (self-recording and self-experimentation).
Phases and Subprocesses of Self-Regulation. From B.J. Zimmerman and M. Campillo (in press), “Motivating Self-Regulated Problem Solvers.” In J.E. Davidson and Robert Sternberg (Eds.), The Nature of Problem Solving. New York: Cambridge University Press. Adapted with permission.
The Phases
Forethought Phase
Forethought Phase
Performance Phase
Performance Phase
Self-Reflection Phase
Self-Reflection Phase
The Forethought Phase in SRL is the phase in which a student learns to manage the tasks at hand, prior to actually beginning the work. This is the phase where someone plans out what they want the final product to be, what steps are necessary to reach that point, and what they are going to learn from the project. This phase is the building block of SRL, as it prepares a student to put in the effort required to accomplish the desired goal.
Forethought Phase
Forethought Phase
Performance Phase
Performance Phase
The Performance Phase is where the actions to accomplish the goal are taken. This phase is where students use task analysis skills and operate through imagery skills to complete the necessary tasks. The Performance Phase is crucial in SRL as it is where the majority of the "heavy lifting" is done, and if one fails to complete the Performance Phase they will not have any evidence to show for their effort.
The third and final phase of SRL is Self-Reflection. While the majority of the work has been completed by the time an individual enters the Self-Reflection Phase, it is important for them to address this final phase. In the Self-Reflection Phase, the individual assesses their own work and determines if they are satisfied or dissatisified with what they accomplished. Through analysis of one's self and their work, self improvement becomes significantly more attainable. The Self-Reflection Phase is incredibly important, as recognizing where one can grow and improve is crucial towards creating better products and developing stronger self regulation skills.
Self-Reflection Phase
Self-Reflection Phase
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