SELF-REGUL ATED

LEARNING
R E V I E W O F L I T E R AT U R E
OBJECTIVES AND CONTEXT
How do you promote self-regulated learning?
Self-regulated learning (SRL) is the ability of
learners to monitor and control their learning
process or outcome (Schraw, Crippen & Harley,
2006)
Review seeks to inform investigations a teacher
decision-making framework called All Leaders
Learning Every Day (ALL-ED)
STRUCTURE
Factors that influence self regulation (student
demographic differences, academic emotions, and
perceptions of self-regulatory efficacy)

Interventions & Recommended Strategies

and how they are informed by some of these
factors.
STUDENT DEMOGRAPHICS & SELF-
REGULATED LEARNING
Zimmerman & Martinez-Pons (1990) explored the self-efficacy
of students of different grades, sexes, and enrolled in gifted or
nonselective schools. of giftedness.
Giftedness was associated with high levels of academic efficacy
Differing patterns of development
Differing strategy use
Differing efficacy in particular subjects
No interventions found address these differences
ACADEMIC EMOTIONS &
SELF-REGULATION
Emotions students experience in academic settings are also
significantly related to self-regulation and associated factors
such as motivation, use of learning strategies, and academic
achievement (Pekrun, 2002).
Positive emotions are related to the use of metacognitive
strategies, organization, critical thinking, and elaboration.
Positive correlations between positive academic emotions
and perceived self-regulation
PERCEIVED SELF-REGULATORY
EFFICACY & ACADEMIC OUTCOMES
Perceptions of their efficacy for self-regulated learning also
Perceived self-efficacy for academic achievement ,
academic goals they set for themselves final academic
achievement (Bandura & Martinez-Pons, 1992).
The study emphasizes the importance of considering social
cognitive theory and student perceptions in promoting
academic self-regulation.
INTERVENTIONS TO SUPPORT SELF-
REGULATED LEARNING
Self-Regulation Empowerment Program (SREP) is
an intervention that seeks to improve the self-regulation,
motivation, and test performance of a small group of urban
high school students (Cleary, Platten & Nelson, 2008).
SREP includes a curriculum in which a self-regulation coach
teaches students to utilize empirically supported learning
tactics, such as concept maps, and helps students cultivate
positive self-motivational beliefs.
INTERVENTIONS TO SUPPORT SELF-
REGULATED LEARNING
(a) enhancing student empowerment by helping them
realize the link between strategy use and success/failure in
school
(b) expanding students repertoire of study/learning
strategies
(c) enabling students to utilize a cyclical self-regulation
feedback loop.
TEACHER-BASED INTERVENTIONS
Teachers in training had mentors and learned structures to
help students engage in SRL (planning, monitoring,
problem-solving, and evaluating)
Designed tasks with varying levels of complexity (address
multiple goals, involve large chunks of meaning, extend over
long periods of time, engage students in a variety of
cognitive and metacognitive processes, and allow for the
production of a wide range of products).
PROJECT BASED LEARNING
Interventions have also utilized problem-based learning to
promote self-regulated learning (Sungur & Tekkaya, 2006).
Students who participated in PBL tended to be motivated
more by challenge, curiosity, and mastery, and they
appeared to perceive the subject they were learning as
interesting, important, and useful. PBL also enhances
students use of elaboration strategies, critical thinking,
metacognitive self-regulation, effort regulation, and peer
learning.
STRATEGIES TO IMPROVE SELF-
REGULATION
They include appropriate guidance, modeling of effective
strategies, and creating supportive and challenging contexts
Opportunity to pursue goals that they find meaningful.
Autonomy is important for self-regulation
LIMITATIONS

Self-reported scales
Causal relationships, variable and impact
Small sample sizes
Selective group for intervention
OVERVIEW
The literature addresses key aspects of shifting
student beliefs, teaching strategies, and
changing instructional structures
Limited literacy-specific self-regulation
interventions
Limited interventions that emphasize
population-specific characteristics