Theory of SRL

Self-Regulation

Self Regulation is defined by Zimmerman as "self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals" (2000).

Self-regulation may be seen as separate to self-regulated learning. There are many things that students need to be able to regulate in order to be effective learners. Self-regulation for learning involves other aspects of a student's life that affect their learning such as sleep, diet, exercise and emotional self-regulation. If learners are not self-regulating these other factors, their ability to learn may be compromised. These are factors that underpin learning, but are not Self-Regulated Learning.

Self-Regulated Learning

Self-Regulated Learning refers specifically to strategies and approaches that are used for learning. All learners use regulatory processes, but self-regulated learners can be distinguished by their awareness of their regulatory processes in relation to learning outcomes and their use of these strategies to achieve their learning goals (Zimmerman, 1989).

Most definitions of Self-Regulated Learning feature a cyclic process in which students evaluate the success of their learning methods throughout the learning process. They then make adjustments based on their self-reflection of the efficacy of their learning strategies.

Self-Regulated Learning Cycle

Plan: Self-Regulated Learners begin by analyzing the task. They may ask the question, "does this task look like a task I've done before?" If so, that can help them set goals for structuring the task. A self-regulated learner always plans out a strategy before diving in to a task.

Learning/Performance: The learner carries out the plan that the they have created in the planning stage. Self-regulated learners exercise self-control and self-observation in this stage. Self-observation refers to the learners' ability to reflect on the effectiveness of their actions while the learning is taking place. They may make adjustments to their learning strategies within this stage.

Reflection: An effective self-regulated learner will continue the learning process after the task is complete. They will reflect on the strategies that they used throughout the learning process. They will evaluate whether or not their strategies have been successful in completing the task. The self-regulated learner is motivated by a desire to learn, rather than extrinsic motivation.

A self-regulated learner will use what they have learned throughout this process to be a more effective learner in the next task. This makes it a cyclic process.