Theories of Self-regulated Learning

Self-regulated learning may have developed from different theorist from a social cognitive theory and a cognitive development theory. 

Vygotsky’s theory of cognitive development relates to self-regulated learning through the adult and the child agreeing on specific goals for learning. Keeping the children’s attention focused on the task and monitoring the learning processes children develop responsibility. It is a bridge known as co-regulated learning, in which the adult and child share important tasks of the learning process (Ormrod, 2008). 

The social cognitive theory relates to self-regulated learning through Albert Bandura. He developed self-regulation and controlling our own behaviors through three concepts, self-observation, self-evaluation, and self-reaction.  In self-observation knowing your goals and making progress towards them is important.  In self-evaluation, Bandura says to not set your goals too high and set yourself up for failure. In self-reaction reinforce your behaviors positively and not to use self-punishment. (Boeree, 2006).  The same concepts apply in self-regulated learning,

Boeree, G., (2006) Personality theories, Albert Bandura. Retrieved from http://webspace.ship.edu/cgboer/bandura.html

Ormrod, J.E., (2008). Human learning. (5^th ed) Upper Saddle River, NJ: Pearson Prentice Hall

Can SRL be taken too Far?

    This is a question that has most likely plagued instructors for years. How much rope should I give my students? On one hand, we have a student who loves the challenge; they want to overcome the obstacle. They want to achieve the goal. At the other end, there are those who are afraid to take on the task for several reasons. They may doubt their ability to solve the issue, they may suffer from low self esteem, and they may fear failure or rejection (Bong, 1996). This is where instructors have to walk a fine line. They may have to incorporate several different strategies to get their point across to the entire class. There can also be a fear that if the students rely too much on learning things for themselves, they may miss valuable instruction that the teacher can provide them. You always as an instructor want to be a mentor to your students, but also give them the freedom to make some decisions for themselves.


Bong, M., (1996). Problems in academic motivation research and advantages and disadvantages of their solutions. Contemporary Educational Psychology 21(13), pg 149-165. Retreived from http://www.iapsych.com/articles/bong1996.pdf 

Goal Setting and SRL

   Setting goals is a very important aspect of SRL. Setting realistic achievable goals enables us to note progress and also see where we may need to tweak some of our strategies to ensure a more efficient outcome. Students need to set some type of goal or standard so they can monitor progress made, or see where they need to seek improvement (Wolters, 2010). A goal achieved helps you to gain traction. It makes you feel good when you finish a task however large or small, then you can move on to the next thing. Effective goal setting and SRL go hand in hand as you cannot achieve SRL without this effective strategy.

Wolters, C., (2010). Self-Regulated Learning and the 21st Century Competencies. University of Houston. Retrieved from http://www.blogger.com/post-edit.g?blogID=3557917951635489383&postID=4662192598152196304 

Feedback and SRL

        Feedback, be it positive or negative, is an integral part of developing SRL. Feedback allows the student to see what works for them, or what they may be able to change to develop better learning strategies and habits, thus allowing them to become self-regulated learners. Students taking a more proactive role rather than a reactive one can allow the instructor to better assess the students' performance and also promote learning (Nicola & Macfarlane-Dick, 2006).
    Feedback from the instructor only though can have its setbacks. Students may become too dependent on the messages that the teacher is sending therefore losing some ability to decipher concepts for themselves. Instructors need to be careful with this as the students need to learn to think for themselves. This will better equip them to deal with situations outside of the classroom where SRL is a must.
    Overall though, feedback is a positive tool that the teacher can use to promote learning and good behaviors in their students. The more the student can learn by themselves, the better the chance of the subject matter being internalised permanently, rather than being rote memorization.

Nicol. D., & Macfarlane-Dick, D. (2006). Formation assessment and self-regulated learning: a model of seven principles of good feedback practices. Studies in Higher Education 31(2), pg 199-218. Retrieved from http://tccl.rit.albany.edu/knilt/images/8/8e/Nicol_article.pdf

Definition of Self-regulated Learning

Self-regulated learning is a process that is learned as one matures; starting from socially regulated learning, to co regulated learning and finally to self regulated learning as one matures. (Ormrod, 2008)  If we can receive the proper instruction when we are young, we can be better self-regulated learners as we grow older and become responsible for ourselves. Self-regulated learning can be defined as:
 "Self-regulated learning is an active constructive process whereby learners set goals for their
learning and monitor, regulate, and control their cognition, motivation, and behavior,
guided and constrained by their goals and the contextual features of the environment." (Nicol & Macfarlane-Dick, 2006).

Nicol. D., & Macfarlane-Dick, D. (2006). Formation assessment and self-regulated learning: a model of seven principles of good feedback practices. Studies in Higher Education 31(2), pg 199-218. Retrieved from http://tccl.rit.albany.edu/knilt/images/8/8e/Nicol_article.pdf

Ormrod, J.E., (2008). Human learning. (5^th ed) Upper Saddle River, NJ: Pearson Prentice Hall