Self-regulated learning as a motivational, cyclical process of goal setting, monitoring, and control¶

Theory · All theories
Evidence · no claims cited

Description¶

The review frames self-regulated learning as a cognitive-motivational approach in which learners actively manage their own learning. Quoting Pintrich (2000), it defines SRL as "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features in the environment". The review uses this framework to organize variables (self-efficacy, goal orientation, task value, strategy use, metacognition) and mathematics outcomes.

Design Implications¶

Context¶

Requirements¶

• Learners need contexts that support their growing awareness of themselves as agents in the learning process by supporting their strategic behaviours.

Constraints¶

• The review treats SRL as domain specific, so the framework's application varies across disciplines and gender and is mediated by culture, discipline and age.

Target Learners¶

• students across primary, secondary, and tertiary education

Target Learning Objectives¶

• academic self-regulation
• mathematics achievement and problem solving
• metacognitive strategy use

Claims¶

Related Theories¶

• Pintrich's four-phase, four-area paradigm of self-regulated learning
• Learning readiness as an operationalization of self-regulated learning (SRL)

Examples¶

• Use the SRL conceptual framework to guide future research on college student motivation and learning

Key Sources¶

• Abdul Gafoor. K., & Kurukkan, A. (2016). Self-Regulated Learning: A Motivational Approach for Learning Mathematics. International Journal of Education and Psychological Research, 5(3). https://ijepr.org/