LAUSR

Self-regulated learning (SRL) is a self-directive, proactive process of self-generated behaviors, thoughts and actions planned and enacted to attain a learning goal (Boekaerts et. al. 2000; Zimmerman & Schunk 2001). The acquisition of expertise and mastery performance requires high levels of self-regulation. SRL skills can be taught and learned. A variety of methods have been used to promote and assess SRL. They include self-reported questionnaires, think aloud protocols, and microanalytic methods (structured, contextbound interviews to capture thinking and actions of one’s performance during each phase of SRL) (Schunk & Zimmerman 2012). SRL has important implications for learners’ development, fostering learning effectiveness and efficiency while focusing on the critical, lifelong skill of ‘learning to learn’. Self-regulation interventions can enhance the acquisition and control of learning strategies that can be particularly effective in improving the performance of low achieving students yet also enhancing even further the academic achievements of high performing students. In the concept map of this feature article, we depict the three cyclical, recursive phases of the self-regulation model (Schunk & Zimmerman 2012):