The self-regulating student is one who has control over their learning process. They are able to apply different cognitive strategies, manage their time and resources efficiently, and maintain a sense of well-being (Zimmerman, 1996). 

In his research, Zimmerman lays out three different phases in learning for the self-regulated student. These phases are:

Forethought Phase: There are two major parts of this phase, there is task analysis and self-motivation. Task analysis is when the student sets for themself specific proximal goals and then takes time to plan. Self-motivation in the forethought phase is the student's beliefs about learning and their personal capacity to learn. The self-regulated learner also demonstrates self-efficacy, a belief in your capability to learn, and intrinsic interest, learning for its merits not its outcome. 

Performance Phase: Within the performance phase, there is self-control and self-observation. As you are completing a task, you are able to act on the strategies laid out in the forethought phase and you are able to monitor your own progress to maximize your time.

Self-Reflection Phase: The two parts of Self-Reflection are self-judgement and self-reaction. Self-judgement is how you measure your work against some standard. Next, your self-reaction is how you adapt your process and work to the forethought stage of the next project. 

(Zimmerman, 2002)

What Does This Look Like?

The self-regulated student is proactive, not reactive in their learning, seeking opportunities to learn and taking initiative in their working process and reaction. The student will also set specific goals for themselves, adopt strategies to attain their goals, monitor their own progress, select their physical and social context to meet their goals, evaluate themselves, and adapting methods for the future.

Causes of Motivational Pattern

The ability of a child to self-regulate their learning stems from whatever beliefs they have constructed about "themselves, their confidence, the nature of tasks, the usefulness and availability of cognitive strategies, and the social dispositions of other people in the classroom" (Zimmerman, 1990). It is the reflection on these beliefs that can reinforce patterns of self-regulation. 

Students have goals and beliefs about themselves whether they realize it or not. Most students are socially motivated. A socially motivated student might make choices like acting out in class to achieve that goal over their academic goals. Students that are aware of their long-term goals will perform better and make choices to follow their goals. By making the unconscious conscious, the student will be able to better orient themselves towards their goals. (Boekaerts, 2006)

Students who experience perseverance and passion for long-term goals have the quality of grit. Grit is largely determined "by beliefs about one’s capabilities, attributions of positive and negative events, and beliefs about the relative influence of external causes" (Duckworth, 2018). A student's belief about the influence of external factors can inhibit their ability to reflect and adapt themselves positively for the future. Conversely, the student with grit will take ownership of their work despite perceived influences. For example, if the student receives a poor grade, they will look for ways to adapt for next time instead of blaming unfair grading or circumstances. This perception of control is important for self-regulation.