Development Aspects of Self-Regulated Learning
Abstract
Self-regulated learners understand, value, and engage academic learning in ways that are fundamentally different than their peers who have difficulty in school. We discuss how students become aware of themselves as learners and the kinds of theories that students construct about schooling. Children's ideas about success and failure, their awareness and attribution, and their metacognition and motivation, develop concurrently as they progress through formal education. We focus on developmental changes in students' theories about learning and how they are influenced by variables in school such as task difficulty, helping behavior, and standards of success. Instructional conditions that promote children's self-regulated learning are also discussed. We believe that self-regulated learning is a desirable educational outcome that can be fostered by teachers who minimize academic competition, explain appropriate strategies, provide assistance during problem solving, and promote an atmosphere of collaboration in classrooms.
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There is a compelling amount of research on SRL development during formal education years.
“There is a compelling amount of research on SRL development during formal education years (Paris and Newman, 1990; Ley and Young, 1998; Núñez et al., 2013).”
From A Review of Self-regulated Learning: Six Models and Four Directions for Research (2017) · cites this paper as Paris and Newman, 1990
Cites
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Ames, C. (1992) · Journal of Educational Psychology · doi:10.1037/0022-0663.84.3.261 · Cited by 6,468 · see citing works
A Review of Self-regulated Learning: Six Models and Four Directions for Research
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Self-citationDignath, C., & Büttner, G. (2008) · Metacognition and Learning · doi:10.1007/s11409-008-9029-x · Cited by 1,085 · see citing works
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van der Velde, M., Sense, F., Spijkers, R., Meeter, M., & van Rijn, H. (2021) · doi:10.31234/osf.io/fr2v8 · Cited by 57 · see citing works
- Authors
- Paris, S. G., & Newman, R. S.
- Affiliations
- University of Michigan (US)
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 1990-01-01
- Volume
- 25
- Issue
- 1
- Pages
- 87-102
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2009749932
- Cited by
- 315
- References
- 2
- Citations by year
- 2026: 7 · 2025: 6 · 2024: 11 · 2023: 15 · 2022: 10 · 2021: 13 · 2020: 4 · 2019: 5 · 2018: 9 · 2017: 11 · 2016: 14 · 2015: 15 · 2014: 7 · 2013: 12 · 2012: 11
- FWCI
- 10.64
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Educational Psychologist (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Keywords
- student self-regulation, metacognition, motivation, attribution, learning theory, academic success and failure, task difficulty, helping behavior, instructional conditions, academic competition, student self-awareness
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