Self-Regulated Learning

Intended Learning Outcomes

At the end of the lesson, you should be able to

1. Discuss the cycle of self-regulated learning.

2. Describe the relationship of self-efficacy with self-regulated learning.

What are the factors that you consider important in your learning?
Is it the educator’s teaching style?
The learning materials?
The classroom?

Your primary concern in learning should be “you”.

Are you motivated to do your learning tasks?

What is Self-Regulated Learning?

It is how students regulate their own emotions, cognition, behavior, and aspects of the context
during a learning experience.
Self-regulation, however, requires some degree of choice or intentional selection of strategies to
help you achieve a goal or behavior.

Self-Regulated Learners:
Are aware of their strengths and weaknesses.
The Cycle of Self-Regulated Learning

Steps on How to Achieve Self-Regulated Learning

1. Plan, set goals, and layout strategies.
Students should establish a plan before they start working on a task that will help them
strategize right from the start.
2. Use strategies and monitor performance.
Students should carry out the plan that was outlined in the forethought phase.
Use self-observation, to reflect on the actions taken and the effectiveness of the results, and stick
with the strategies.
3. Reflect on the performance.
Self-reflection can help you understand why you earned a certain grade and how to improve
your performance.
Evaluate your performance and its results. You should compare your performance to your
original goal, rather than comparing it to others.
 Mindset Theory
A “fixed mindset” assumes that our character, intelligence, and creative ability are static givens
which we can’t change in any meaningful way, and success is the affirmation of that inherent
intelligence.
People with a fixed mindset believe that they're born with certain intelligence, skills, and abilities
that cannot change.
A “growth mindset,” on the other hand, thrives on challenge and sees failure not as evidence of
unintelligence but as a heartening springboard for growth and for stretching our existing abilities.
People with a growth mindset, however, embrace challenges because they believe that they can
learn from experiences, develop their skills, and improve with practice – all of which can lead to
greater achievement.

Bandura's Self-Efficacy Theory

Learning is defined as “a relatively permanent change in a person’s knowledge or behavior as a
result of experience”.
Self-efficacy is defined as “the extent to which we believe we can confidently learn and master
a particular skill.”
According to this theory, people who have high levels of self-efficacy tend to feel that they can
perform very well at an activity and therefore attach more value to it.
Self-efficacy is task-specific and can vary depending on the activity. For example, a person may
have a high self-efficacy for running marathons but a low self-efficacy for dancing.
It is said that human agency has four features and it is through these four functions that human
agency is exercised:
Intentionality. People create and engage in plans and strategies with which they realize their
predetermined intentions to act in a certain manner.
Forethought. This addresses the temporal dimension of human agency. People make plans, set
goals, and anticipate the likely outcomes of their prospective actions.
Self-reactiveness. It is a process through which individuals not only make plans and choices but
also construct the appropriate courses of action and regulate their execution.
Self-reflectiveness. It takes place when actions must be examined to be corrected.