Self-Regulated Learning

Self-regulation (SR) is a broad concept that comprises a set of interdependent skills and complex processes essential for goal-directed activities. SR involves deliberately recruiting and implementing the skills necessary to control, manage, and plan cognition, behavior, motivation, and affect. SR is traditionally not viewed as a trait or ability but rather as a self-initiated and directed process focused on achieving a particular goal (e.g., choosing to study for a test rather than join friends in a social gathering). Important indicators of SR include task persistence, inhibiting internal and external distractions, and intentionally directing motor actions and attention to an activity.

Classroom teachers, or anyone who has spent time with groups of children, will likely have anticipated a connection between SR and academic success. Indeed, the concept of SR naturally evolved to include individuals’ ability to achieve academic goals. As researchers became interested in the concept of SR and its importance for [Page 721]successful functioning in academic contexts, a new term appeared—self-regulated learning (SRL)—which is the focus of this entry.

SRL has been defined in many ways but generally refers to the application of self-regulatory skills to a learning task. Most classroom teachers have encountered (and appreciated!) proactive students who display SRL behaviors. Research has shown that self-regulated learners are more likely than other students to have high levels of academic achievement, employ help-seeking strategies in order to find ways to succeed in school, use more efficient problem-solving strategies, maintain interest in academic tasks, and have learning orientations and goals based on mastering the material to be learned rather than on simply receiving a high grade. Self-regulated learners are able to be successful despite obstacles that often occur in complex school settings, such as multiple distractions, interruptions, and unclear directions.

The importance of SRL to academic success is consistent across domains (e.g., analogical reasoning, mathematics, reading comprehension, science, and writing). Most important, children with greater SRL are more successful academically than children with low SRL, regardless of the presence of risk factors such as minority status, English language learner status, low parental education, low family income, single-parent households, and maternal depression. Therefore, SRL can play a protective and facilitative role for children at risk of having learning difficulties. Furthermore, students with greater SRL are not only easier to manage but also allow for less time to be spent on discipline and on the teaching of rules and behavioral skills and more time for academic activities.