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Cited by 1,343Innovative Teaching and Learning MethodsEducational Strategies and EpistemologiesEducation, Achievement, and Giftedness

Classroom Applications of Research on Self-Regulated Learning

Paris, Scott G., Paris, Alison H.·2001·Educational Psychologist
DOI 10.1207/s15326985ep3602_4
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Abstract

This article describes how self-regulated learning (SRL) has become a popular topic in research in educational psychology and how the research has been translated into classroom practices. Research during the past 30 years on students' learning and achievement has progressively included emphases on cognitive strategies, metacognition, motivation, task engagement, and social supports in classrooms. SRL emerged as a construct that encompassed these various aspects of academic learning and provided more holistic views of the skills, knowledge, and motivation that students acquire. The complexity of SRL has been appealing to educational researchers who seek to provide effective interventions in schools that benefit teachers and students directly. Examples of SRL in classrooms are provided for three areas of research: strategies for reading and writing, cognitive engagement in tasks, and self-assessment. The pedagogical principles and underlying research are discussed for each area. Whether SRL is viewed as a set of skills that can be taught explicitly or as developmental processes of self-regulation that emerge from experience, teachers can provide information and opportunities to students of all ages that will help them become strategic, motivated, and independent learners.

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  • Self-assessment involves all three areas of self-regulated learning: cognitive, motivational, and affective.

    “According to Paris and Paris (2001), self-assessment involves all three areas of self-regulated learning: cognitive, motivational, and affective.”

    From Effectiveness of L2 instruction: A research synthesis and quantitative meta-analysis (2000) · cites this paper as Paris and Paris (2001)

  • A combined hybrid training approach is presumably the most effective way to promote metacognitive knowledge and skills at school.

    “Therefore, a combined hybrid training approach is presumably the most effective way to promote metacognitive knowledge and skills at school (e.g., Paris and Paris 2001).”

    From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Paris and Paris 2001

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Authors
Paris, S. G., & Paris, A. H.
Affiliations
University of Michigan (US)
Venue
Educational Psychologist
Publisher
Informa UK Limited
Published
2001-06
Volume
36
Issue
2
Pages
89-101
ISSN
  • 0046-1520 (ISSN-L)
  • 1532-6985
DOI
10.1207/s15326985ep3602_4
OpenAlex
W2052870110
Cited by
1,343
References
79
Citations by year
2026: 33 · 2025: 44 · 2024: 61 · 2023: 70 · 2022: 74 · 2021: 75 · 2020: 100 · 2019: 71 · 2018: 68 · 2017: 98 · 2016: 77 · 2015: 77 · 2014: 74 · 2013: 83 · 2012: 65
FWCI
22.96
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, teaching practice, metacognition, cognitive strategies, motivation, task engagement, social support, reading instruction, writing instruction, self-assessment, self-directed learning, teaching principles

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