Pintrich's four-phase, four-area paradigm of self-regulated learning¶

Theory · All theories
Evidence · 4 claims (3 for, 1 mixed) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 4 claims rest on one study

Description¶

The article adopts self-regulated learning as a comprehensive framework including both cognitive and affective aspects, defined as "self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals" (Zimmerman, 2000). It uses Pintrich's (2000) general definition in which SRL "consists of four phases—forethought, monitoring, control, and reaction and reflection—and four areas for regulation in each phase—cognition, motivation, behavior, and context." The study applies this framework to L2 English learning, measuring motivation and learning strategies via the MSLQ and relating them to proficiency.

Design Implications¶

Context¶

Requirements¶

• Learners carry out the regulation processes both explicitly and implicitly, with each phase assumed to take place successively as dynamic functioning processes

Constraints¶

• The article notes restricting research to cognitive or metacognitive strategies leaves motivational aspects "left out of the picture" (Boekaerts & Cascallar, 2006)

Target Learners¶

• Japanese university EFL freshmen

Target Learning Objectives¶

• Second-language (English) proficiency
• Self-regulated learning skills

Claims¶

• Three Srl Strategy Factors Predict Efl Proficiency [+M]
• Motivational Factors Correlate Not Predict Efl Proficiency [~M]
• High-proficiency EFL learners use more metacognitive strategies, effort regulation, and coping with problems than low-proficiency learners [+W]
• Low- and high-proficiency EFL learners differ significantly in self-efficacy, intrinsic goal orientation, and test anxiety [+W]

Related Theories¶

• Self-regulated learning as a motivational, cyclical process of goal setting, monitoring, and control
• Self-Regulated Learning
• Pintrich's four-category model of self-regulated learning strategies

Examples¶

• Teach less-proficient EFL learners metacognitive strategies, effort regulation, and help-seeking, supported by goal-setting training
• Teacher supports for self-regulated GenAI feedback engagement
• Motivated Strategies for Learning Questionnaire (MSLQ)

Key Sources¶

• Fukuda, A. (2018). The Japanese EFL Learners' Self-Regulated Language Learning and Proficiency. Journal of Pan-Pacific Association of Applied Linguistics, 22(1), 65-87. https://doi.org/10.25256/PAAL.22.1.4