Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-8448b6f56d-gtxcr Total loading time: 0 Render date: 2024-04-16T16:52:33.569Z Has data issue: false hasContentIssue false

12 - Self-Regulated Learning in School Contexts

from Part III - Interventions from Educational and Social/Personality Psychology

Published online by Cambridge University Press:  18 September 2020

By
Timothy J. Cleary ,
Gregory L. Callan  and
Erica R. Pawlo
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

Self-regulated learning (SRL) involves a system of cyclically related, goal-directed skills and processes that students can use to overcome academic challenges and to optimize their success in school. Although there are many complex models of SRL, the purpose of this chapter is to distill key themes among prominent SRL theories and to provide practical guidelines for incorporating SRL principles into classroom instruction or direct service activities with students. In this chapter, we describe how students can be taught to engage in a cyclical process of SRL involving the use of metacognitive skills (i.e., setting goals, planning, and evaluating), strategic thinking and action, and adaptive motivational beliefs. The authors also illustrate how educators can support SRL skills by fostering a supportive learning environment encompassing five key principles (e.g., helping students set clear and relevant goals, talking in the language of strategies) and/or by implementing established school-based SRL intervention programs. The characteristics of a SRL intervention program, called the Self-Regulation Empowerment Program (SREP), concrete SRL case scenarios, and supplemental resources are also emphasized.

Keywords

self-regulated learningmetacognitionmotivationstrategiessupportive environmentsinterventionsself-regulation empowerment program
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 194 - 212
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.Google Scholar
Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.). (2013). Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC: Information Age Publishing.Google Scholar
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. San Diego, CA: Academic Press. https://doi.org/10.1016/B978-012109890-2/50030-5Google Scholar
Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional retraining on strategy-based reading comprehension in learning-disabled students. Journal of Educational Psychology, 80, 46–53. https://doi.org/10.1037//0022-0663.80.1.46CrossRefGoogle Scholar
Briesch, A. M., & Briesch, J. M. (2015). Self-management interventions to reduce disruptive classroom behavior. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 45–65). Washington, DC: American Psychological Association.CrossRefGoogle Scholar
Butler, D. L., Schnellert, L., & Perry, N. E. (2017). Developing self-regulating learners. Upper Saddle River, NJ: Pearson Education.Google Scholar
Calhoon, M. B., & Fuchs, L. S. (2003). The effects of Peer-Assisted Learning Strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial & Special Education, 24, 235–245. https://doi.org/10.1177/07419325030240040601Google Scholar
Callan, G. L., Marchant, G. J., Finch, W. H., & Flegge, L. (2017). Student and school SES, gender, strategy use, and achievement. Psychology in the Schools, 54, 1106–1122. https://doi.org/10.1002/pits.22049Google Scholar
Cheung, C. S., & Pomerantz, E. M. (2012). Why does parents’ involvement enhance children’s achievement? The role of parent-oriented motivation. Journal of Educational Psychology, 104, 820–832. https://doi.org/10.1037/a0027183CrossRefGoogle Scholar
Cleary, T. J. (Ed.). (2015). Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. Washington, DC: American Psychological Association.Google Scholar
Cleary, T. J. (2018). The self-regulated learning guide: Teaching students to think in the language of strategies. New York, NY: Routledge.CrossRefGoogle Scholar
Cleary, T. J., & Kitsantas, A. (2017). Motivation and self-regulated learning influences on middle school mathematics achievement. School Psychology Review, 46, 88–107. https://doi.org/10.17105/SPR46-1.88-107Google Scholar
Cleary, T. J., Kitsantas, A., Pape, S., & Slemp, J. (2018). Integration of socialization influences and the development of self-regulated learning skills: A social-cognitive perspective. In Liem, G. A. & McInerney, D. M. (Eds.), Big theories revisited (2nd ed., pp. 269–294). Charlotte, NC: Information Age Publishing.Google Scholar
Cleary, T. J., & Platten, P. (2013). Examining the correspondence between self-regulated learning and academic achievement: A case study analysis. Education Research International. https://doi.org/10.1155/2013/272560Google Scholar
Cleary, T. J., Velardi, B., & Schnaidman, B. (2017). Effects of the Self-Regulated Learning Empowerment Program on middle school students’ strategic skills, self-efficacy, and mathematics achievement. Journal of School Psychology, 64, 28–42. https://doi.org/10.1016/j.jsp.2017.04.004CrossRefGoogle ScholarPubMed
Desautel, D. (2009). Becoming a thinking thinker: Metacognition, self-reflection, and classroom practice. Teachers College Record, 111, 1997–2020.CrossRefGoogle Scholar
DiBenedetto, M. K. (Ed.). (2018). Connecting self-regulated learning and performance with instruction across high school content areas. Cham, Switzerland: Springer.Google Scholar
Dignath, C., & Büettner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-xGoogle Scholar
Dunlosky, J., Rawson, K., Marsh, E., Nathan, M., & Willingham, D. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4–58. https://doi.org/10.1177/1529100612453266CrossRefGoogle ScholarPubMed
Flavell, J. H. (1979). Metacognition and cognitive monitoring. American Psychologist, 34, 906–911. https://doi.org/10.1037//0003-066X.34.10.906Google Scholar
Graham, S., & Harris, K. R. (2009). Almost 30 years of writing research: Making sense of it all with the Wrath of Khan. Learning Disabilities Research and Practice, 24, 58–68. https://doi.org/10.1111/j.1540-5826.2009.01277.xGoogle Scholar
Graham, S., & Taylor, A. Z. (2016). Attribution theory and motivation in school. In Wentzel, K. R. & Miele, D. B. (Eds.), Handbook of motivation at school (pp. 11–33). New York, NY: Routledge.Google Scholar
Grolnick, W. S., & Raftery-Helmer, J. N. (2015). Contexts supporting self-regulated learning at school transitions. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 251–276). Washington, DC: American Psychological Association.Google Scholar
Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143–54. https://doi.org/10.1037/0022-0663.81.2.143Google Scholar
Hadwin, A., & Oshige, M. (2011). Self-regulation, co-regulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113, 240–264.Google Scholar
Harackiewicz, J. H., Durik, A. M., Barron, K. E., Linnenbrink-Garcia, L., & Tauer, J. M. (2008). The role of achievement goals in the development of interest: Reciprocal relations between achievement goals, interest, and performance. Journal of Educational Psychology, 100, 105–122. https://doi.org/10.1037/0022-0663.100.1.105Google Scholar
Harder, J. T., & Abuhamdieh, A. H. (2015). The role of positive regard in self-regulated learning: An analysis of student evaluation data. Journal of College Teaching and Learning, 12, 109–120. Retrieved from https://files.eric.ed.gov/fulltext/EJ1061376.pdfGoogle Scholar
Hattie, J. A. C., & Donoghue, G. M. (2016). Learning strategies: A synthesis and conceptual model. Science of Learning, 1, 1603. https://doi.org/10.1038/npjscilearn.2016.13Google Scholar
Horowitz, S. H., Rawe, J., & Whittaker, M. C. (2017). The state of learning disabilities: Understanding the 1 in 5. New York, NY: National Center for Learning Disabilities. Retrieved from www.ncld.org/news/newsroom/the-state-of-ld-understanding-the-1-in-5/Google Scholar
Lawson, M. J., Vosniadou, S., Van Deur, P., Wyra, M., & Jeffries, D. (2018). Teachers’ and students’ belief systems about the self-regulation of learning. Educational Psychology Review. Advance online publication. https://doi.org/10.1007/s10648-018-9453-7Google Scholar
Linnenbrink-Garcia, L., & Patall, E. A. (2016). Motivation. In Corno, L. & Anderman, E. M. (Eds.), Handbook of educational psychology (3rd ed., pp. 91–103). New York, NY: Routledge.Google Scholar
McFarland, J., Hussar, B., Wang, X., et al. (2018). The condition of education 2018 (NCES 2018–144). US Department of Education. Washington, DC: National Center for Education Statistics. Retrieved from https://nces.ed.gov/pubs2018/2018144.pdfGoogle Scholar
Meece, J. L., Blumenfeld, P. C., & Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514–523. https://doi.org/10.1037//0022-0663.80.4.514Google Scholar
Merikangas, K. R., He, J. P., Burstein, M., et al. (2010). Lifetime prevalence of mental disorders in US adolescents: Results from the National Comorbidity Survey Replication-Adolescent Supplement (NCS-A). Journal of the American Academy Child Adolescent Psychiatry, 49, 980–989. https://doi.org/10.1016/j.jaac.2010.05.017Google Scholar
Miller, S., Heafner, T., & Massey, D. (2009). High-school teachers’ attempts to promote self-regulated learning: “I may learn from you, yet how do I do it?” The Urban Review, 41, 121–140. https://doi.org/10.1007/s11256-008-0100-3Google Scholar
Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/s15326985ep3602_4Google Scholar
Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98. https://doi.org/10.1037/0022-0663.99.1.83CrossRefGoogle Scholar
Pressley, M., Borkowski, J., & Schneider, W. (1986). Good information processing: What it is and how education can promote it. International Journal of Educational Research, 13, 857–867. https://doi.org/10.1016/0883-0355(89)90069-4Google Scholar
Pressley, M., & Harris, K. R. (2008). Cognitive strategy instruction: From basic research to classroom application. Journal of Education, 189, 77–94. https://doi.org/10.1177/0022057409189001-206CrossRefGoogle Scholar
Purdie, N., Carroll, A., & Roche, L. (2004). Parenting and adolescent self-regulation. Journal of Adolescence, 27, 663–676. https://doi.org/10.1016/j.adolescence.2004.01.002Google Scholar
Reddy, L. A., Newman, E., & Verdesco, A. (2015). Use of self-regulated learning for children with ADHD: Research and practice opportunities. In Cleary, T. J. (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and wellbeing (pp. 15–43). Washington, DC: American Psychological Association.Google Scholar
Sakiz, G., Pape, S. J., & Woolfolk Hoy, A. (2012). Does perceived teacher affective supports matter for middle school students in mathematics classrooms? Journal of School Psychology, 50, 235–255. https://doi.org/10.1016/j.jsp.2011.10.005Google Scholar
Schunk, D. H., & Greene, J. A. (Eds.). (2018). Handbook of self-regulation of learning and performance (2nd ed.). New York, NY: Routledge.Google Scholar
Schunk, D. H., Meece, J. L., & Pintrich, P. R. (2014). Motivation in education: Theory, research, and applications (4th ed.). Upper Saddle River, NJ: Pearson Education.Google Scholar
Schunk, D. H., & Swartz, C. W. (1993). Goals and progress feedback: Effects on self-efficacy and writing achievement. Contemporary Educational Psychology, 18, 337–354. https://doi.org/10.1006/ceps.1993.1024Google Scholar
Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581. https://doi.org/10.1037/0022-0663.85.4.571Google Scholar
Sperling, R. A., Richmond, A. S., Ramsay, C. M., & Klapp, M. (2012). The measurement and predictive ability of metacognition in middle school learners. The Journal of Educational Research, 105, 1–7. https://doi.org/10.1080/00220671.2010.514690Google Scholar
Weinstein, C. E., & Acee, T. W. (2013). Helping college students become more strategic and self-regulated learners. In Bembenutty, H., Cleary, T. J., & Kitsantas, A. (Eds.), Applications of self-regulated learning across disciplines: A tribute to Barry J. Zimmerman (pp. 197–236). Charlotte, NC: Information Age Publishing.Google Scholar
Wentzel, K. R. (2009). Students’ relationships with teachers as motivational contexts. In Wentzel, K. & Wigfield, A. (Eds.), Handbook of motivation at school (pp. 301–322). Mahwah, NJ: Taylor and Francis.Google Scholar
Wentzel, K. R., Battle, A., Russell, S., & Looney, L. (2010). Social supports from teachers and peers as predictors of academic and social motivation. Contemporary Educational Psychology, 35, 193–202. https://doi.org/10.1016/j.cedpsych.2010.03.002Google Scholar
Winne, P. H., & Hadwin, A. F. (1998). Studying as self-regulated learning. In Hacker, D., Dunlosky, J., & Graesser, A. (Eds.), Metacognition in educational theory and practice (pp. 277–304). Hillsdale, NJ: Lawrence Erlbaum.Google Scholar
Zeidner, M., Boekaerts, M., & Pintrich, P. R. (2000). Self-regulation: Directions and challenges for future research. In Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.), Handbook of self-regulation (pp. 749–768). San Diego, CA: Academic Press. https://doi.org/10.1016/B978-0-12-109890-2.X5027-6Google Scholar
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In Boekarts, M., Pintrich, P., & Zeidner, M. (Eds.), Self-regulation: Theory, research, and applications (pp. 13–39). Orlando, FL: Academic Press.Google Scholar
Zimmerman, B. J. (2008). Goal setting: A key proactive source of academic self-regulation. In Zimmerman, B. J. & Schunk, D. H. (Eds.), Motivation and self-regulated learning: Theory, research, and applications (pp. 267–296). New York, NY: Lawrence Erlbaum Associates.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure coreplatform@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×