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Self-regulated learning (SRL) is a respected educational approach which encourages students to take control of their own unique learning journey. In this approach, students are guided through the process of effectively planning, monitoring, and reflecting on their work.
Self-regulated learning (SRL) is a core conceptual framework to understand the cognitive, motivational, and emotional aspects of learning. SRL has made a major contribution to educational psychology since the first papers in which scholars began to distinguish between SRL and metacognition (e.g., Zimmerman, 1986; Pintrich et al., 1993a).
Examples of self-regulated learning strategies in practice: Self-Assessment : fosters planning, assess what skills the learner has and what skills are needed. Allows students to internalize standards of learning so they can regulate their own learning.
This fact sheet offers some instructional strategies for adult education settings. Self-regulated learning strategies help to prepare learners for lifelong learning and the important capaci-ty to transfer skills, knowledge, and abilities from one domain or setting to another.
Self-regulated learning refers to the process in which students actively control and regulate their own learning by using cognitive and metacognitive strategies. It involves setting learning goals, selecting strategies, monitoring progress, and making adjustments when necessary.
Self-regulation allows students to become less reactive and more proactive in their learning. The self-regulated learner typically engages in a 3-part thought process: Plan: Set sub-goals, such as thinking about when and where to study or choosing strategies for a given assignment, exam, or assessment format.
It outlines eight methods and strategies for building self-regulation: Leading and living with integrity: being a good role model, practicing what you preach, creating trusting environments, and living in alignment with your values;
This chapter briefly surveys historical cornerstones on which current conceptions of learning strategies rest. Building on this foundation, modern research on self-regulated learning, metacognition, motivation, and decision-making is synthesized.
Self-regulated learning (SRL) has been considered a key competence for continuing education (CE). The present systematic review and meta-analysis investigated factors associated with learners’ use of SRL strategies in CE.
The current Special Issue focuses on fostering effective self-regulated learning. Self-regulated learning refers to the capacity to monitor and regulate learning activities, for example, by applying effective learning strategies to achieve your learning goals (Bjork et al., 2013).