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DOI: 10.4324/9781410601032-5
OpenAccess: Closed
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Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis
Barry J. Zimmerman
Self-regulated learning
Psychology
Learning theory
2013
Theory and research on self-regulated academic learning emerged in the mid1980s to address the question of how students become masters of their own
learning processes. Neither a mental ability nor an academic performance skill,
self-regulation refers instead to the self-directive process through which learners
transform their mental abilities into task-related academic skills. This approach
views learning as an activity that students do for themselves in a proactive way,
rather than as a covert event that happens to them reactively as a result of
teaching experiences. Self-regulated learning (SRL) theory and research are not
limited to asocial forms of education, such as discovery learning, self-education
through reading, studying, programmed instruction, or computer-assisted
instruction, but can include social forms of learning such as modeling, guidance,
and feedback from peers, coaches, and teachers. The key issue defining learning
as self-regulated is not whether it is socially isolated, but rather whether the
learner displays personal initiative, perseverance, and adaptive skill in pursuing
it. In this initial chapter, I discuss self-regulation theories as a distinctive
approach to academic learning and instruction historically and then identify their
common features. Finally, I briefly introduce and compare seven prominent
theoretical perspectives on self-regulated learning-operant, phenomenological,
information processing, social cognitive, volitional, Vygotskian, and cognitive
constructivist approaches-in terms of those common features. In the chapters
that follow, each theoretical perspective is discussed at length by prominent
researchers who have used it to guide their research and instruction.
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“Theories of Self-Regulated Learning and Academic Achievement: An Overview and Analysis” is a paper by Barry J. Zimmerman published in 2013. It has an Open Access status of “closed”. You can read and download a PDF Full Text of this paper here.