The DOI matches its Crossref record; 23 of the 23 references it cites were found in a registry or an index.
Self‐Regulation and Learning
Abstract
Self-regulation (self-regulated learning) refers to learning that results from students' self-generated thoughts and behaviors that are systematically oriented toward their learning goals. Various theories are explained that have been proposed to account for self-regulation including operant, information processing, developmental, social constructivist, and social cognitive. Common features of theories include an emphasis on learner activity, cyclical nature of self-regulation, and motivation to instigate and sustain self-regulation. Research investigations are summarized that identified key self-regulatory processes used by students to help them learn and explore the operation of these processes during learning. Some important self-regulatory processes are goal setting, self-evaluation of progress, learning strategies, metacognition, self-construction of theories, and self-efficacy. Research shows that self-regulatory processes influence learners' achievement cognitions, behaviors, and emotions. Two interventions are summarized that sought to enhance learners' self-regulation and learning in different contexts. Recommendations are given for self-regulation research in the areas of human development, curricular integration, cultural differences, and learning with technology.
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Citations
Cites
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Self-citationThe Role of Goal Orientation in Self-Regulated Learning
Pintrich, P. R. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50043-3 · Cited by 5,173
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A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915
El aprendizaje autorregulado: presente y futuro de la investigación
Torrano Montalvo, F., & González Torres, M. C. (2017) · Electronic Journal of Research in Education Psychology · doi:10.25115/ejrep.3.120 · Cited by 312
Nietfeld, J. L., Cao, L., & Osborne, J. W. (2006) · Metacognition and Learning · doi:10.1007/s10409-006-9595-6 · Cited by 260
Teng, M. F., Wang, C., & Zhang, L. J. (2022) · Assessing Writing · doi:10.1016/j.asw.2021.100573 · Cited by 124
Banihashem, S. K., Bond, M., Bergdahl, N., Khosravi, H., & Noroozi, O. (2025) · International Journal of Educational Technology in Higher Education · doi:10.1186/s41239-025-00548-8 · Cited by 82
Metadata
- Authors
- Schunk, D. H., & Zimmerman, B. J.
- Venue
- Handbook of Psychology, Second Edition
- Publisher
- Wiley
- Published
- 2012-09-26
- OpenAlex
- W1869765765
- Cited by
- 167
- References
- 23
- Type
- other
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
