Academic Self-Regulated Learning
C. A. Wolters, P. R. Pintrich 2005 In S. A. Karabenick, K. A. Moore and L. H. Lippman (Eds.), What do children need to flourish: Conceptualizing and measuring indicators of positive development, pp. 251-270.
Abstract: Self-regulated learning concerns the application of general models of regulation and self-regulation to issues of learning, in particular, academic learning that takes places in school or classroom contexts. There are a number of different models of self-regulated learning that propose different constructs and different conceptualizations (see Boekaerts, Pintrich, and Zeidner, 2000), but all of these models share some general assumptions and features. Given these assumptions, a general working definition of self-regulated learning is that it is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features in the environment. In this chapter, we concentrate on the regulation and control phase of self-regulated learning and discuss our instrument development efforts in the three domains of academic cognition, motivation, and, finally, behavior.