Self-regulated Learning

Linda Nilson (2013) introduced the concept of self-regulation to the learning theory to bridge the skills teachers can promote to support students development.

Self-Regulated learners are students who actively take control of their own learning by setting goals, monitoring their progress, and adjusting the strategies used during the learning process to achieve academic success. These learners understand how learning works and consistently apply the habits of self-regulated learners, essential to success in college and beyond 

Self-regulated learning is not an innate ability, but rather a skill set that can be developed to help students direct themselves through the process of learning. Developing this skill set allows students to learn more effectively because they are able to set clear goals for themselves and monitor their progress based on their goals and strategies. Self-regulation allows students to become less reactive and more proactive in their learning.

The self-regulated learner typically engages in a 3-part thought process:

1. Plan: Set sub-goals, such as thinking about when and where to study or choosing strategies for a given assignment, exam, or assessment format.

2. Monitor: Reflect on how effective certain locations or strategies are during studying, think about what to do when obstacles arise, and determine how good one’s understanding of the content is.

3. Evaluate: Think about both the outcome on the assignment/assessment and the effectiveness of the strategies used, while attributing performance to effort/strategies rather than external influences.