Article

Self-Regulation in Educational Settings

Gregory Schraw

in Psychology

ISBN: 9780199828340
Published online November 2011 | | DOI: http://dx.doi.org/10.1093/obo/9780199828340-0053
Self-Regulation in Educational Settings

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  • Psychology
  • Cognitive Psychology
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  • History and Systems in Psychology
  • Educational Psychology
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Self-regulation (SR) refers to controlling one’s own performance before, during, and after a learning episode in a highly strategic and adaptable manner. Self-regulation is a broad, interdisciplinary construct that is used to describe self-management of learning, mood, affect, or physical performance in humans, animals, and machines. However, the present article focuses on self-regulation of human cognition and learning, which frequently is referred to as self-regulated learning (SRL). Several different general models of SRL have been proposed since the early 1980s that have common and distinctive features. Common features include goal setting and planning, whereas distinctive features include the role of self-generated feedback or external scaffolding in the self-regulation process. In addition, all of these models make a basic distinction between skill and will, where skill includes planning, execution of learning tactics to facilitate learning, and evaluation of one’s cognitive performance; while will refers to motivation and volition to learn and perform well. Some models cited in this review address a variety of components subsumed under skill and will, while others focus on a small number of skill- and will-related components. Some citations focus on a theoretical understanding of the overall process of SR, while others focus on the instructional and motivational benefits of SRL skills that enable students to engage and persist in order to acquire knowledge and construct higher-order conceptual meaning. This bibliography includes six main sections that focus on models, components of skill and will, instructional practices, student achievement, measurement, and sources and references related to SR (see Models of Self-Regulation, Components of Self-Regulation, Skill, Will, Instructional Practices, Student Achievement, Measurement of Self-Regulation, General Overviews, Journals, and Edited Volumes). The section Models of Self-Regulation describes three theoretical models that discuss components of SR as well as factors that constrain the teaching and development of SRL skills. Components of Self-Regulation addresses skill and will in SR. Instructional Practices examines integrative reviews of instructional practices, while Student Achievement examines effects of SR training and strategy use on student achievement. Measurement of Self-Regulation considers different approaches to the measurement of SR. The first few sections provide bibliographic sources and references.

Article.  6018 words. 

Subjects: Psychology ; Cognitive Psychology ; Developmental Psychology ; Health Psychology ; History and Systems in Psychology ; Educational Psychology ; Social Psychology

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