Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students

doi:10.1016/S0959-4752(96)00015-1

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Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students

Journal Article•DOI•

Self-regulated learning: a new concept embraced by researchers, policy makers, educators, teachers, and students

Monique Boekaerts¹•Institutions (1)

Leiden University¹

01 Jun 1997-Learning and Instruction (Pergamon)-Vol. 7, Iss: 2, pp 161-186

TL;DR: Self-regulated learning can be domain-specific or domain-transcending, and competent performers in a specific domain rely on different types of prior knowledge related to that domain this paper.

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About: This article is published in Learning and Instruction.The article was published on 1997-06-01. It has received 1019 citations till now. The article focuses on the topics: Self-regulated learning & Cognitive style.

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Journal Article•DOI•

Metacognition and learning: conceptual and methodological considerations

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Marcel V. J. Veenman¹, Marcel V. J. Veenman², Bernadette van Hout-Wolters², Peter Afflerbach³•Institutions (3)

Leiden University¹, University of Amsterdam², University of Maryland, College Park³

08 Mar 2006-Metacognition and Learning

TL;DR: Metacognition and Learning as discussed by the authors is a journal dedicated to the study of metacognitions and all its aspects within a broad context of learning processes, and it is the first issue of MetACognition & Learning Journal.

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Abstract: This is the first issue of Metacognition and Learning, a new international journal dedicated to the study of metacognition and all its aspects within a broad context of learning processes. Flavell coined the term metacognition in the seventies of the last century (Flavell, 1979) and, since then, a huge amount of research has emanated from his initial efforts. Do we need metacognition as a concept in learning theory? Already in 1978, Brown posed the question whether metacognition was an epiphenomenon. Apparently, she was convinced otherwise as she has been working fruitfully for many years in the area of metacognition. Moreover, a review study by Wang, Haertel, and Walberg (1990) revealed metacognition to be a most powerful predictor of learning. Metacognition matters, but there are many unresolved issues that need further investigation. This introduction will present ten such issues, which are by no means exhaustive. They merely indicate what themes might be relevant to the journal.

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1,470 citations

Cites background from "Self-regulated learning: a new conc..."

...Springer...
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...…beliefs, metacognitive knowledge, and self-regulation on the one hand, and motivational processes, self-efficacy, and study interests on the other (Boekaerts, 1997; Efklides & Vauras, 1999; Mason & Scrivani, 2004; Pintrich & De Groot, 1990; Pintrich & Schunk, 2002; Zimmerman & Martinez-Pons,…...
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Journal Article•DOI•

Self-Regulation in the Classroom: A Perspective on Assessment and Intervention

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Monique Boekaerts¹, Lyn Corno²•Institutions (2)

Leiden University¹, Columbia University²

01 Apr 2005-Applied Psychology

TL;DR: In this article, the authors propose that when students have access to well-refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well-being track when a stressor blocks learning.

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Abstract: Il n’y a pas de definition simple et univoque du concept d’apprentissage autoregule. Des theoriciens de psychologie de l’education ont reduit l’eventail des aptitudes des eleves a s’autoreguler en se focalisant sur le versant scolaire de l’education, a savoir l’acquisition des connaissances et les objectifs de reussite. Toutefois, le monde complexe de l’etude en classe engendre une situation ou differents buts entrent en concurrence aux yeux des eleves. Le modele d’autoregulation a double processus de Bookaerts montre que les deux objectifs que sont l’etude et le bien-etre interagissent. Nous estimons que lorsque les eleves ont acces a des strategies autonomes bien au point se traduisant par de bonnes habitudes de travail, ils ont une plus grande probabilite de se motiver pour les etudes et de sauvegarder leur bien-etre quand une source de stress bloque l’apprentissage. There is no simple and straightforward definition of the construct of self-regulated learning. Theorists in educational psychology have narrowed the scope of students’ capability to self-regulate through a focus on the academic side of education, namely on learning and achievement goals. However, the messy world of classroom learning creates a situation in which different goals compete for students’ attention. Boekaerts’ dual processing self-regulation model describes how learning goals interact with well-being goals. We propose that when students have access to well-refined volitional strategies manifested as good work habits, they are more likely to invest effort in learning and get off the well-being track when a stressor blocks learning. Shifting definitions of SRL have led to changing measurement procedures; researchers moved away from decontextualised measures of SRL to domain-specific measures and then on to context-sensitive measures. The validity and reliability of the first generation of SR assessment has been limited and several issues remain. Recently, researchers have designed assessment packages including new instruments that better capture self-regulation as a process (including for example traces of mental events, situational manipulations, and records of student work strategies). A combination of instruments is preferable over a single instrument for assessing self-regulation as a process and the effects of interventions to improve students’ self-regulatory capacity. At present, many sound SRL interventions exist and some general lessons can be learned about classroom intervention research.

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1,218 citations

Cites background from "Self-regulated learning: a new conc..."

...To provide an adequate explanation of students’ SR processes in the classroom, we need to elaborate on the distinction made in the coping literature between strategies that are problem-focused and considered adaptive and those that are overly focused on emotion and considered to be maladaptive (Boekaerts, 1999b). Teachers expect that all goal-directed behavior in the classroom should be guided by the current learning goals. However, as we have said, learning goals are not always adopted by students and sometimes students find it difficult to maintain their intentions to accomplish learning goals even when they are adopted. Following Kuhl (1985), we can distinguish classroom situations in which students are able to make good progress toward their adopted learning goals using top-down SR from those situations in which students face learning goals that are difficult to adopt or accomplish for any number of reasons....
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...Vermeer, Boekaerts, and Seegers (2001) also found that students’ willingness to maintain learning intentions and persist toward mastery in the face of difficulty depends on their awareness of and access to volitional strategies (i.e. metacognitive knowledge to interpret strategy failure and knowledge of how to buckle down to work). In a similar vein, Skinner and Edge (2002) concluded their review of the literature on children’s coping strategies by noting that the dysfunctional emotion control strategies used by some children reflect a maladaptive coping response to sub-optimal environmental conditions such as models of helplessness or expressions of negative rather than positive emotions by adults, and little environmental support....
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...Boekaerts hypothesised that students strive to balance these two priorities, straddling the divide between tracks for growth goals and wellbeing goals. Boekaerts (1999a) found that favorable appraisals of tasks and opportunities for learning (e....
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...Boekaerts’ model posits that students become concerned with emotional well-being when environmental cues signal that all is not well and that resources have to be redirected. At such a point, students explore the nature of the felt friction. For example, when they feel bored, isolated, coerced, or insecure they may raise the priority of entertainment, belongingness, self-determination, or safety goals, respectively. A search for well-being implies that students are more concerned with maintaining or restoring positive feelings than with the pursuit of growth goals. While on the well-being track, students might be observed to deliberately withhold effort from the learning task or seem to work playfully with less vigilance. However, bottom-up SR is not maladaptive when it functions to prepare the student for learning. The literature in school psychology describes an array of self-management or coping strategies that students employ to deal with school and home-related stressors, such as achievementrelated problems, social needs, being bullied, or coercion. Different types of coping strategies have been observed, including seeking social support and problem solving—viewed as adaptive—which contrast with strategies such as physical and verbal aggression, withholding effort, avoidance, denial, cognitive and behavioral distraction, and rigid or passive behavior viewed as maladaptive (see for example Skinner & Edge, 2002). Note that from the students’ point of view all these strategies may be adaptive, provided they successfully restore well-being. Students who are the focus of school psychology interventions frequently approach classroom tasks with special needs, including specific learning problems (e.g. reading disabilities, language impairment) or characteristics that threaten the pursuit of learning goals (e.g. low motivation, high anxiety, dysfunctional behavior due to poor home conditions, peer pressure, inadequate teaching). It would be incorrect to equate exceptionality with an inability to engage in SR; the students treated by school psychologists self-regulate their cognition, emotions, and actions; often, however, their purpose is to cope with the negative affect they experience in relation to stressors rather than to accomplish learning goals (consequently their SR is often bottom up). All students face stressors, but by comparison to other students, exceptional students have to manage chronic internal and external stressors; they may meet greater obstacles en-route to their learning goals, and as a result experience more negative affect. Frijda and Mesquita (1995) explained that students make a primary appraisal of the situation as relevant or irrelevant...
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...To provide an adequate explanation of students’ SR processes in the classroom, we need to elaborate on the distinction made in the coping literature between strategies that are problem-focused and considered adaptive and those that are overly focused on emotion and considered to be maladaptive (Boekaerts, 1999b). Teachers expect that all goal-directed behavior in the classroom should be guided by the current learning goals. However, as we have said, learning goals are not always adopted by students and sometimes students find it difficult to maintain their intentions to accomplish learning goals even when they are adopted. Following Kuhl (1985), we can distinguish classroom situations in which students are able to make good progress toward their adopted learning goals using top-down SR from those situations in which students face learning goals that are difficult to adopt or accomplish for any number of reasons. Difficulty of adoption and enactment can occur, for example, when students do not find meaning in the subject matter, or likewise when they confront failure, coercion, or competing goals (e.g. entertainment, belongingness, safety, social support goals). Such obstacles can trigger positive or negative affect that may override any learning goals, causing priorities to shift toward the well-being track. Some students dwell on moods, feelings, and emotions and use maladaptive emotion-focused coping (e.g. selfhandicapping, crying, or shouting); whereas others focus on the problem at hand and try to find a solution or use their support network (adaptive, problem-focused coping). We can integrate the learning and coping literature by thinking of problem-focused coping as the application of learned volitional strategies to help protect the intention to learn under conditions of difficulty. As described by Corno (2001), volitional strategies such as time and resource management, prioritising goals and marking completed tasks are important in school as well as in life beyond. Conditions of difficulty that trigger the need for volitional control may include felt friction due to unrealistic assessments of task conditions, task overload, and inability to mesh academic and non-academic goals. Boekaerts (2005) and Corno (2004) argue that better evidence is needed of how volitional strategies influence students’ abilities to manage their work along the mastery or growth track, and help them orbit back to...
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Journal Article•DOI•

Self-regulated learning: where we are today

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Monique Boekaerts¹•Institutions (1)

Leiden University¹

01 Jan 1999-International Journal of Educational Research

TL;DR: In this article, a three-layer model of self-regulated learning is presented, with the innermost layer concerned with regulation of the processing modes and the middle layer representing regulation of learning process.

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1,093 citations

Cites background from "Self-regulated learning: a new conc..."

...…learninga is a powerful construct in that it allows researchers, "rstly, to describe the various components that are part of successful learning (Boekaerts, 1997); secondly, to explain the reciprocal and recurrent interactions that occur between and among the di!erent components, and thirdly,…...
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Journal Article•DOI•

A Review of Self-regulated Learning: Six Models and Four Directions for Research.

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Ernesto Panadero¹•Institutions (1)

Autonomous University of Madrid¹

28 Apr 2017-Frontiers in Psychology

TL;DR: The SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful in order to enhance students’ learning and SRL skills.

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Abstract: Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive strategies) are studied within a comprehensive and holistic approach. For that reason, SRL has become one of the most important areas of research within educational psychology. In this paper, six models of SRL are analyzed and compared; that is, Zimmerman; Boekaerts; Winne and Hadwin; Pintrich; Efklides; and Hadwin, Jarvela and Miller. First, each model is explored in detail in the following aspects: (a) history and development, (b) description of the model (including the model figures), (c) empirical support, and (d) instruments constructed based on the model. Then, the models are compared in a number of aspects: (a) citations, (b) phases and subprocesses, (c) how they conceptualize (meta)cognition, motivation and emotion, (d) top–down/bottom–up, (e) automaticity, and (f) context. In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted. Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Second, based on the available meta-analytic evidence, there are differential effects of SRL models in light of differences in students’ developmental stages or educational levels. Thus, scholars and teachers need to start applying these differential effects of the SRL models and theories to enhance students’ learning and SRL skills.

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1,008 citations

Cites methods from "Self-regulated learning: a new conc..."

...Second, she created an instructional design for secondary vocational schools in the Netherlands based on SRL principles that was called the Interactive Learning Group System (ILGS) innovation (Boekaerts, 1997; Boekaerts and Minnaert, 2003)....
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Book•DOI•

Handbook of Self-Regulation of Learning and Performance

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Barry J. Zimmerman, Dale H. Schunk

15 May 2011

TL;DR: Self-Regulation of learning and performance has been studied extensively in the literature as mentioned in this paper, with a focus on the role of self-regulation in the development of learners' skills and abilities.

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Abstract: Contents Historical, Contemporary, and Future Perspectives on Self-Regulated Learning and Performance Dale H. Schunk and Jeffrey A. Greene Section I. Basic Domains of Self-Regulation of Learning and Performance Social Cognitive Theoretical Perspective of Self-Regulation Ellen L. Usher and Dale H. Schunk Cognition and Metacognition Within Self-Regulated Learning Philip H. Winne Developmental Trajectories of Skills and Abilities Relevant for Self-Regulation of Learning and Performance Rick H. Hoyle and Amy L. Dent Motivation and Affect in Self-Regulated Learning: Does Metacognition Play a Role? Anastasia Efklides, Bennett L. Schwartz, and Victoria Brown Self-Regulation, Co-Regulation and Shared Regulation in Collaborative Learning Environments Allyson Hadwin, Sanna Jarvela, and Mariel Miller Section II. Self-Regulation of Learning and Performance in Context Metacognitive Pedagogies in Mathematics Classrooms: From Kindergarten to College and Beyond Zemira R. Mevarech, Lieven Verschaffel, and Erik De Corte Self-Regulated Learning in Reading Keith W. Thiede and Anique B. H. de Bruin Self-Regulation and Writing Steve Graham, Karen R. Harris, Charles MacArthur, and Tanya Santangelo The Self-Regulation of Learning and Conceptual Change in Science: Research, Theory, and Educational Applications Gale M. Sinatra and Gita Taasoobshirazi Using Technology-Rich Environments to Foster Self-Regulated Learning in the Social Studies Eric G. Poitras and Susanne P. Lajoie Self-Regulated Learning in Music Practice and Performance Gary E. McPherson, Peter Miksza, and Paul Evans Self-Regulation in Athletes: A Social Cognitive Perspective Anastasia Kitsantas, Maria Kavussanu, Deborah B. Corbatto, and Pepijn K. C. van de Pol Self-Regulation: An Integral Part of Standards-Based Education Marie C. White and Maria K. DiBenedetto Teachers as Agents in Promoting Students' SRL and Performance: Applications for Teachers' Dual-Role Training Program Bracha Kramarski Section III. Technology and Self-Regulation of Learning and Performance Emerging Classroom Technology: Using Self-Regulation Principles as a Guide for Effective Implementation Daniel C. Moos Understanding and Reasoning About Real-Time Cognitive, Affective, and Metacognitive Processes to Foster Self-Regulation With Advanced Learning Technologies Roger Azevedo, Michelle Taub, and Nicholas V. Mudrick The Role of Self-Regulated Learning in Digital Games John L. Nietfeld Self-Regulation of Learning and Performance in Computer-Supported Collaborative Learning Environments Peter Reimann and Maria Bannert Section IV. Methodology and Assessment of Self-Regulation of Learning and Performance Validity and the Use of Self-Report Questionnaires to Assess Self-Regulated Learning Christopher A. Wolters and Sungjun Won Capturing and Modeling Self-Regulated Learning Using Think-Aloud Protocols Jeffrey A. Greene, Victor M. Deekens, Dana Z. Copeland, and Seung Yu Assessing Self-Regulated Learning Using Microanalytic Methods Timothy J. Cleary and Gregory L. Callan Advancing Research and Practice About Self-Regulated Learning: The Promise of In-Depth Case Study Methodologies Deborah L. Butler and Sylvie C. Cartier Examining the Cyclical, Loosely Sequenced, and Contingent Features of Self-Regulated Learning: Trace Data and Their Analysis Matthew L. Bernacki Data Mining Methods for Assessing Self-Regulated Learning Gautam Biswas, Ryan S. Baker, and Luc Paquette Section V. Individual and Group Differences in Self-Regulation of Learning and Performance 26. Calibration of Performance and Academic Delay of Gratification: Individual and Group Differences in Self-Regulation of Learning Peggy P. Chen and Hefer Bembenutty 27. Academic Help Seeking as a Self-Regulated Learning Strategy: Current Issues, Future Directions Stuart A. Karabenick and Eleftheria N. Gonida 28. The Three Faces of Epistemic Thinking in Self-Regulated Learning Krista R. Muis and Cara Singh 29. Advances in Understanding Young Children's Self-Regulation of Learning Nancy E. Perry, Lynda R. Hutchinson, Nikki Yee, and Elina Maatta 30. Self-Regulation: Implications for Individuals With Special Needs Linda H. Mason and Robert Reid 31. Culture and Self-Regulation in Educational Contexts Dennis M. McInerney and Ronnel B. King

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981 citations

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References

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Book•

Stress, appraisal, and coping

[...]

Richard S. Lazarus, Susan Folkman

01 Jan 1974

TL;DR: In this paper, the authors present a detailed theory of psychological stress, building on the concepts of cognitive appraisal and coping, which have become major themes of theory and investigation in psychology.

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Abstract: Here is a monumental work that continues in the tradition pioneered by co-author Richard Lazarus in his classic book Psychological Stress and the Coping Process. Dr. Lazarus and his collaborator, Dr. Susan Folkman, present here a detailed theory of psychological stress, building on the concepts of cognitive appraisal and coping which have become major themes of theory and investigation. As an integrative theoretical analysis, this volume pulls together two decades of research and thought on issues in behavioral medicine, emotion, stress management, treatment, and life span development. A selective review of the most pertinent literature is included in each chapter. The total reference listing for the book extends to 60 pages. This work is necessarily multidisciplinary, reflecting the many dimensions of stress-related problems and their situation within a complex social context. While the emphasis is on psychological aspects of stress, the book is oriented towards professionals in various disciplines, as well as advanced students and educated laypersons. The intended audience ranges from psychiatrists, clinical psychologists, nurses, and social workers to sociologists, anthropologists, medical researchers, and physiologists.

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37,447 citations

Book•

Thought and language

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Lev Vygotsky

01 Jan 1962

TL;DR: Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions as discussed by the authors.

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Abstract: Since it was introduced to the English-speaking world in 1962, Lev Vygotsky's highly original exploration of human mental development has become recognized as a classic foundational work of cognitive science. Vygotsky analyzes the relationship between words and consciousness, arguing that speech is social in its origins and that only as children develop does it become internalized verbal thought.Now Alex Kozulin has created a new edition of the original MIT Press translation by Eugenia Hanfmann and Gertrude Vakar that restores the work's complete text and adds materials that will help readers better understand Vygotsky's meaning and intentions. Kozulin has also contributed an introductory essay that offers new insight into the author's life, intellectual milieu, and research methods.Lev S. Vygotsky (1896-1934) studied at Moscow University and acquired in his brief lifespan a nearly encyclopedic knowledge of the social sciences, psychology, philosophy, linguistics, literature, and the arts. He began his systematic work in psychology at the age of 28, and within a few years formulated his theory of the development of specifically human higher mental functions. He died of tuberculosis ten years later, and Thought and Language was published posthumously in 1934.Alex Kozulin studied at the Moscow Institute of Medicine and the Moscow Institute of Psychology, where he began his investigation of Vygotsky and the history of Soviet psychology. He emigrated in 1979 and is now Associate Professor of Psychiatry (Psychology) at Boston University. He is the author of Psychology in Utopia: Toward a Social History of Soviet Psychology (MIT Press 1984).

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19,246 citations

Journal Article•DOI•

Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities

[...]

Annemarie Sullivan Palincsar¹, Ann L. Brown•Institutions (1)

Michigan State University¹

01 Mar 1984-Cognition and Instruction

TL;DR: In this article, two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported, and the training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text.

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Abstract: Two instructional studies directed at the comprehension-fostering and comprehension-monitoring activities of seventh grade poor comprehenders are reported. The four study activities were summarizing (self-review), questioning, clarifying, and predicting. The training method was that of reciprocal teaching, where the tutor and students took turns leading a dialogue centered on pertinent features of the text. In Study 1, a comparison between the reciprocal teaching method and a second intervention modeled on typical classroom practice resulted in greater gains and maintenance over time for the reciprocal procedure. Reciprocal teaching, with an adult model guiding the student to interact with the text in more sophisticated ways, led to a significant improvement in the quality of the summaries and questions. It also led to sizable gains on criterion tests of comprehension, reliable maintenance over time, generalization to classroom comprehension tests, transfer to novel tasks that tapped the trained skills of...

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5,127 citations

Journal Article•DOI•

Cognitive Apprenticeship: Teaching the Craft of Reading, Writing and Mathematics

[...]

Allan Collins, John Seely Brown, Susan E. Newman

01 Mar 1988-Thinking: The journal of philosophy for children

TL;DR: This paper proposes the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.

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Abstract: : Even today, many complex and important skills, such as those required for language use and social interaction, are learned informally through apprenticeshiplike methods -- i.e., methods involving not didactic teaching, but observation, coaching, and successive approximation while carrying out a variety of tasks and activities. The differences between formal schooling and apprenticeship methods are many, but for our purposes, one is most important. Perhaps as a by-product of the specialization of learning in schools, skills and knowledge taught in schools have become abstracted from their uses in the world. In apprenticeship learning, on the other hand, target skills are not only continually in use by skilled practitioners, but are instrumental to the accomplishment of meaningful tasks. Said differently, apprenticeship embeds the learning of skills and knowledge in the social and functional context of their use. This difference is not academic, but has serious implications for the nature of the knowledge that students acquire. This paper attempts to elucidate some of those implications through a proposal for the retooling of apprenticeship methods for the teaching and learning of cognitive skills. Specifically, we propose the development of a new cognitive apprenticeship to teach students the thinking and problem-solving skills involved in school subjects such as reading, writing and mathematics.

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4,586 citations

Book•

An attributional theory of motivation and emotion

[...]

Bernard Weiner

01 Jan 1986

TL;DR: For a long time, the authors have had the gnawing desire to convey the broad motivational significance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation.

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Abstract: For a long time I have had the gnawing desire to convey the broad motivational sig nificance of the attributional conception that I have espoused and to present fully the argument that this framework has earned a rightful place alongside other leading theories of motivation. Furthermore, recent investigations have yielded insights into the attributional determinants of affect, thus providing the impetus to embark upon a detailed discussion of emotion and to elucidate the relation between emotion and motivation from an attributional perspective. The presentation of a unified theory of motivation and emotion is the goal of this book. My more specific aims in the chapters to follow are to: 1) Outline the basic princi ples that I believe characterize an adequate theory of motivation; 2) Convey what I perceive to be the conceptual contributions of the perspective advocated by my col leagues and me; 3) Summarize the empirical relations, reach some definitive con clusions, and point out the more equivocal empirical associations based on hypotheses derived from our particular attribution theory; and 4) Clarify questions that have been raised about this conception and provide new material for still further scrutiny. In so doing, the building blocks (if any) laid down by the attributional con ception will be readily identified and unknown juries of present and future peers can then better determine the value of this scientific product."

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4,327 citations