What is self-regulated learning?

The strategies with which individuals undertake to regulate and manage their learning are referred to as self-regulated learning (SRL). Motivation is important in self-regulated learning. The regulation necessitates some level of choice or intentional selection of approaches to assist the learner in achieving a goal or behavior. Self-regulation is referred to as self-generated ideas, emotions, and behaviors that are strategically organized to affect an individual's learning (Schunk & Zimmerman, 2007).

The importance of self-regulated learning

Self-regulated learning encompasses cognitive, metacognitive, motivational, behavioral, and affective or emotional elements of learning. As a result, SRL is a unique collective term in which a wide range of learning-related aspects such as self-efficacy, motivation, and cognitive strategies are explored systematically and comprehensively. As a result, self-regulated learning has developed as one of the most significant fields of study in psychology.

SRL is an evolving process in which learners define learning goals and then attempt to analyze, regulate, and manage their cognition, behavior, and motivation, directed and limited by their goals and situational factors in their surroundings.

Different models of self-regulated learning

Zimmerman’s cyclical phases self-regulation model

The SRL model proposed by Zimmerman (2000) is divided into three stages: planning, execution, and self-reflection. Students analyze the problem, set objectives, and plan how to attain them during the planning phase, while several motivational beliefs drive the process and influence the action of learning strategies. During the performance phase, students complete the task while simultaneously evaluating their progress and employing a variety of self-regulation tactics to keep themselves intellectually engaged and motivated to complete the assignment. Finally, during the phase of self-reflection, students evaluate how they executed the task, assigning success or failure to their efforts. These attributions can influence how students handle the task in subsequent performances, either positively or adversely.

Boekaerts’ models

Boekaerts has created two SRL models. First, she created a structural model of self-regulation that included six elements (Boekaerts, 1996b):

1. Domain-specific knowledge and skills
2. Motivation strategies
3. Cognitive self-regulatory strategies
4. Motivational beliefs and theories of mind.
5. Cognitive strategies
6. Motivational self-regulatory strategies.

Second, the majority of Boekaerts' articles were designed to develop a second self-regulated learning model, the adaptable learning model. This type was introduced in the early 1990s (Boekaerts, 1991, 1992). It later developed into the self-regulation dual-processing model, which explains the dynamic components of SRL.

Boekaerts’ dual processing self-regulation model

In the dual processing model, student assessments are essential in choosing which goal path the students will select. In this context, goals are viewed as "knowledge structures" that govern behavior. When students perceive the task may damage their well-being, emotions and negative cognitions are aroused. Students are then guided in the direction of well-being by self-regulatory strategies. If the activity, on the other hand, is compatible with the student's goal and expectations, they will be focused on increasing their expertise, eliciting positive cognitions and emotions, and therefore progressing along the growth pathway.

According to Boekaerts (2011), self-regulation serves three purposes:

1. Broadening one's knowledge and talents

2. Avoid self-harm and resource depletion so that one's well-being is not affected.

3. Safeguarding one's obligations by participating in activities that redirect focus away from the well-being path and toward the mastery path.

Pintrich's model of self-regulation

Pintrich was a pioneer in doing experimental research on the relationship between self-regulated learning and motivation. Pintrich's questionnaire, MSLQ (Pintrich et al., 1993b), is still frequently used (Schunk, 2005).

According to Pintrich's model (2000), self-regulated learning has four stages:

1. Forethought and planning
2. Activation and monitoring
3. Control and reaction
4. Reflection

Schunk (2005) analyzed Pintrich's significant contribution in the field of self-regulated learning, addressing six distinct aspects:

1. The connection between motivation, self-regulation, and student learning.
2. The function of motivation in self-regulation, with a focus on goal orientation,
3. A theoretical foundation for self-regulated learning
4. The development of an instrument for assessing self-regulated learning (MSLQ).
5. The development of self-regulation through experimental studies
6. The effect of educational settings on self-regulation and motivation

The MSLQ is a key contribution to the study of self-regulation. The MSLQ consists of 15 scales divided into a motivation segment of 31 items and a learning strategies (SRL) segment of 50 items, which are further divided into three main scale parts: the cognitive part, the metacognitive part, and resource management. The MSLQ's integration of self-regulated learning and motivation gives important information about students' use of learning strategies. The questionnaire has two versions: one for college students and one for high school students. The MSLQ is the most extensively used instrument for assessing self-regulated learning and self-efficacy. This emphasizes Pintrich's work in self-regulation as having a huge impact. Pintrich was the first to assess the role of goal orientation in self-regulation learning. Self-regulated learning processes may be connected to motivational components, particularly goal orientation. In an academic context, goal orientation is indicated to be generally adaptive for cognition, motivation, performance, and learning.

Cognition, self-efficacy, and motivation in self-regulation

The cognitive component has concentrated on the learning strategies that students might employ in school to understand the content, learn lectures, make notes, solve arithmetic problems, and prepare reports. Furthermore, researchers have focused on meta-cognitive strategies that students might employ to organize, monitor, and regulate their cognition. In many aspects, metacognition is now considered a subset of the broader concept of self-regulated learning. Learners with good self-regulation employ a variety of tactics to govern their cognition in ways that assist them in achieving their goals.

Self-efficacy is a type of functional self-awareness in which students reflect on their efficacy, thoughts, behaviors, and the meaning of their efforts and make the required corrections. Self-efficacy entails students assessing the appropriateness of their plans based on the consequences of their actions. "This is the most fundamental metacognitive skill for reflecting on oneself and the appropriateness of one's thoughts and actions." Self-efficacy is a self-reflective belief in one's potential to succeed that is required for human functioning. Self-efficacy beliefs help students maintain their attention, motivation, and school performance. 

The motivation and emotional domain encompass the numerous strategies that people can employ to attempt to regulate their motivation and emotions. This can involve methods such as positive self-talk to enhance their confidence or self-efficacy and also strategies to try to manage their interests. Other measures can be used to control unpleasant feelings such as anxiety, which can impede learning. Learners with good self-regulation, like those with good cognition, try to control their motivation and emotions to achieve their goals. 

Paul R. Pintrich's (1999) research on the function of motivation in self-regulated learning has led to three major conclusions about the connection between self-regulated learning and motivation. 1) Students must feel self-efficacy or secure in their capacity to execute the tasks. They are considerably more likely to use various self-regulation tactics if students believe they can complete their academic duties. 2) Students must be interested in and appreciative of the work they are assigned in class. 3) Students who seek goals such as learning, knowledge, and self-improvement engage in considerably more self-regulation than students pursuing other goals, such as being better than others or not appearing ignorant.

Context and Applications

This topic is significant in the exams at school, graduate, and post-graduate levels, especially for bachelors in biology and psychology and masters in biology and psychology.

Practice Problems

Question 1: Self-generated ideas, emotions, and behaviors that are strategically organized to affect an individual's learning are called _____.

1. Self-regulation
2. Self-regulatory behavior
3. Both 1 and 2
4. None of the above

Answer: Option 1 is correct.

Explanation: Self-regulation is referred to as self-generated ideas, emotions, and attitudes that are strategically organized to affect an individual's learning.

Question 2: Who created the dual processing self-regulation model?

1. Pintrich
2. Schunk
3. Boekaerts
4. None of the above

Answer: Option 3 is correct.

Explanation: Boekaerts has created two self-regulated learning models: the structural model of self-regulation and Boekaerts’ dual processing self-regulation model.

Question 3: Which of the following is a component of Boekaerts’ structural model of self-regulation?

1. Domain-specific knowledge
2. Motivational beliefs
3. Motivational self-regulatory strategies
4. All of the above

Answer: Option 4 is correct.

Explanation: In Boekaerts’ structural model of self-regulation, the six elements are: (a) domain-specific knowledge and skills; (b) cognitive self-regulatory strategies (c) cognitive self-regulatory strategies; (d) motivational beliefs and theory of mind; (e) motivational self-regulatory strategies; and (f) motivation strategies

Question 4: What is a distinct collective term in which a wide range of learning-related aspects such as self-efficacy, motivation, and cognitive strategies are explored systematically and comprehensively?

1. Self-regulated learning
2. Regulation
3. Self-regulatory behavior
4. None of the above

Answer: Option 1 is correct.

Explanation: Self-regulated learning is a unique collective term in which a wide range of learning-related attributes such as motivation, self-efficacy, and cognitive strategies are explored systematically and comprehensively.

Question 5: MSLQ is the most commonly used instrument for measuring _______.

1. Self-efficacy
2. Self-regulated learning
3. Both 1 and 2
4. None of the above

Answer: Option 3 is correct.

Explanation: MSLQ is the most commonly used instrument for measuring self-efficacy and self-regulated learning. It is a scale that consists of three parts: the cognitive part, the metacognitive part, and resource management. The MSLQ's integration of self-regulated learning and motivation gives important information about students' use of learning strategies.