Self Regulation Learning According to Wikipedia

Self-regulated learning (SRL) is learning that is guided by metacognition (thinking about one’s thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn.[1][full citation needed] “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior.[2]

Self-regulated learning emphasizes autonomy and control by the individual who monitors, directs, and regulates actions toward goals of information acquisition, expanding expertise, and self-improvement” (Paris and Paris 2001). In particular, self-regulated learners are cognizant of their academic strengths and weaknesses, and they have a repertoire of strategies they appropriately apply to tackle the day-to-day challenges of academic tasks. These learners hold incremental beliefs about intelligence (as opposed to entity, or fixed views of intelligence) and attribute their successes or failures to factors (e.g., effort expended on a task, effective use of strategies) within their control (Dweck & Leggett, 1988; Dweck, 2002).

Finally, students who are self-regulated learners believe that opportunities to take on challenging tasks, practice their learning, develop a deep understanding of subject matter, and exert effort will give rise to academic success (Perry et al., 2006). In part, these characteristics may help to explain why self-regulated learners usually exhibit a high sense of self-efficacy (Pintrich & Schunk, 2002). In the educational psychology literature, researchers have linked these characteristics to success in and beyond school (Corno, et al., 2002; Pintrich, 2000; Winne & Perry, 2000).

Self regulated learners are successful because they control their learning environment. They exert this control by directing and regulating their own actions toward their learning goals. Self regulated learning should be used in three different phases of learning. The first phase is during the initial learning, the second phase is when troubleshooting a problem encountered during learning and the third phase is when they are trying to teach others (Palincsar & Brown, 1984).

^ Butler & Winne, 1995; Winne & Perry, 2000; Perry, Phillips, & Hutchinson, 2006; Zimmerman, 1990; Boekaerts & Corno, 2005.
Jump up ^ Ormrod, Jeanne Ellis, Essentials of Educational Psychology, page 105,(Pearson Education Inc., 2009


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