Visit for more related articles at British Journal of Research Abstract From a metacognitive perspective, self-regulated learning SRL refers to the cyclical processes of understanding the required task, developing a plan and implementing strategies to satisfy task requirements and monitoring the effectiveness of those strategies in achieving the desired outcome.
It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning e.
For that reason, SRL has become one of the most important areas of research within educational psychology. First, each model is explored in detail in the following aspects: Then, the models are compared in a number of aspects: In the discussion, the empirical evidence from the existing SRL meta-analyses is examined and implications for education are extracted.
Further, four future lines of research are proposed. The review reaches two main conclusions. First, the SRL models form an integrative and coherent framework from which to conduct research and on which students can be taught to be more strategic and successful. Introduction Self-regulated learning SRL is a core conceptual framework to understand the cognitive, motivational, and emotional aspects of learning.
|Jun07_article01||Artino is a Lieutenant Commander in the U. Abstract Recently, several educational psychologists have suggested that students require considerable motivation and self-regulation to initiate and sustain their learning in online settings.|
|Theoretical Framework||Content creation and delivery tools supported the SRL processes of goal setting, help seeking, self-evaluations, and task strategies; collaborative and communication tools supported goal setting, time planning and management, and help seeking; and assessment tools supported task strategies, self-monitoring, and self-evaluation.|
|Moos and Alyssa Ringdal.|
SRL has made a major contribution to educational psychology since the first papers in which scholars began to distinguish between SRL and metacognition e.
Since then, publications in the field of SRL theory have increased and expanded in terms of conceptual development, and there are now several models of SRL Sitzmann and Ely, Ina theoretical review was published Puustinen and Pulkkinen, that included the most relevant models at that time—those articulated by Boekaerts, Borkowski, Pintrich, Winne, and Zimmerman.
However, the field has developed significantly since A first sign of that evolution is that there are now three meta-analyses of the effects of SRL: A second indicator is that there are now new SRL models in the educational psychology field that did not exist in e.
And lastly, a third aspect is that there is a new handbook 1 Zimmerman and Schunk, that presents a variety of established methods to evaluate SRL. Compared to the previous handbook Boekaerts et al.
It is time, then, to reanalyze what is known based on the development of SRL models by comparing them and extracting what are the theoretical and practical implications. Therefore, the aim of this review is to analyze and compare the different SRL models accordingly with the current state of the art and the new empirical data available.
Methods Criteria for Inclusion Only models with a consolidated theoretical and empirical background were considered for inclusion. The criteria to select a model were that a it should be published in JCR journals or SRL handbooks, thus peer-reviewed; b it should be written in English; and c it should have a minimum number of cites.
Models published earlier than should have at least references. If the model was published afterit should at least have 20 cites per year. Selection Process As a first step, it was analyzed which of the models included in the review were still actively used.
The models by Boekaerts, Winne, and Zimmerman were included as they are widely used and the authors are active SRL scholars who published in the latest handbook However, the two other models from the review—Pintrich and Borkowski—needed further consideration.
Therefore, it was excluded. The second decision was to consider new models.
Two actions were taken. Second, I asked eight SRL colleagues to identify new models. Five new models were identified. Additionally, three others were considered: While these three models are relevant and the scholars have conducted important empirical research on SRL, it was decided not to include them for two reasons.Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning.
It is, therefore, an extraordinary umbrella under which a considerable number of variables that influence learning (e.g., self-efficacy, volition, cognitive. Online military training: Using a social cognitive view of motivation and self-regulation to understand students' satisfaction, perceived learning, and choice AR Artino Jr Quarterly Review of Distance Education 8 (3), , Self-regulated learning in online education: A review of the empirical literature.
International Journal of Instructional Technology and Distance Learning, 4 (6), Artino, A. R.
(a). to the fact that they did not perform a “comprehensive review of the empirical literature” (p. ), they reviewed a compelling number of studies () that provide empirical support for the higher education: a systematic literature review of self-report instruments.
Eval. A Review of Self-regulated Learning: Six. Self-regulated learning, on the other hand, is mostly studied in the school environment (Loyens et al, ) but it should not exclude the possibility of designing a personal learning environment.
Self- directed learning has been considered a broader construct encompassing self-regulated learning as narrower and more specific one. Encouraging Self-Regulated Learning in the Classroom: A Review of the Literature Sharon Zumbrunn Assistant Professor Foundations of Education Joseph Tadlock Graduate Assistant Elizabeth Danielle Roberts Graduate Assistant Virginia Commonwealth University Literature Review.