Self-Regulated Learning

Introduction

The ability to control one's own goal-directed behaviours throughout time and in the face of changing circumstances is known as self-regulation. According to Blair and Diamond (2008), it is “the primarily volitional cognitive and behavioural processes by which an individual maintains levels of emotional, motivational, and cognitive arousal that are conducive to positive adaptation and adjustment, as reflected in positive social relationships, productivity, achievement, and a positive sense of self”. Self-regulation implies using cognitive techniques to manage emotional and behaviour responses. In the view of Karreman and his colleagues (2006), it includes several discrete and overlapping mechanisms, such as emotion regulation, effortful control, fixating and shifting attention, and obstructing and initiating activity.

The capacity for self-regulation is important in learning (Zimmerman, 2008; Jarvela & Jarvenoja, 2011). The need for students to actively evaluate and improve their own learning is growing. Successful people need to be lifelong learners who can accurately assess their learning and who have a metacognitive awareness of how the world is changing all the time. The initial tendencies of students inside the educational system will constantly push them left and right if they lack the capacity to maintain tenacity and focus their attention. In addition, students who are not familiar with self-evaluation techniques will not be able to concentrate their efforts on areas that are most needed. Although some students may view difficult readings, difficult lectures, or difficult study situations as huge challenges, self-regulation empowers students to overcome these difficulties by coming up with workable alternatives.

In comparison to their peers’, self-regulated learners are more proactive and determined. Students who can control themselves are more interested in learning. These learners usually take the front seats, respond to questions, and look for supplementary materials to help them understand the material (Clarebout, et. al, 2010; Elstad & Turmo, 2010; Labuhn, et al., 2010). In the opinion of Kolovelonis (2011), s Self-regulatory learners, most critically, modify their learning settings to suit their requirements. For instance, studies have shown that self-regulated learners are more likely to seek out assistance, information, and enjoyable learning environments than their peers who exhibit less self-regulation in the classroom (Clarebout et al., 2010; Labuhn et al., 2010; De Bruin et al., 2011 2010) . Several studies revealed that self-regulated learners score better on academic exams and other measures of student performance and achievement due to their creativity and engagement (Schunk & Zimmerman, 2007; Zimmerman, 2008). Students who received SRL teaching through monitoring and imitation were more likely to elicit higher levels of academic self-efficacy and performed better on academic achievement examinations, according to research conducted by Labuhn et al. (2010) . It seems that self-regulated learning can represent the difference between academic success and failure for many students (Kistner, et al., 2010; Graham & Harris, 2000).