Self-regulation

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Self-regulation

HomeSchool resourcesSelf-regulation

Topic summary

Self-regulation enables students to learn more effectively.

Self-regulation is the ability to manage and regulate one’s own learning processes. Researchers typically suggest that it involves three components: forethought, performance and self reflection. Fore-thought involves metacognitive strategies for planning, monitoring and modifying a learning experience. Performance relates to the effort someone puts into a specific learning task. It also includes a student’s ability to persevere even in challenging situations. Self-reflection  revolves around the outcome of actions and their effectiveness. It involves the cognitive strategies used to support the learning, remembering and understanding of new content and skills. 

It is important to note that self-regulation is context specific. This means that an individual’s ability to self-regulate their behaviour will likely vary depending on the particular task in which they are engaged.

Self-regulating students both pursue and persist with learning. They effectively manage information, resources, time and feedback, in order to gain and process new knowledge and skills as well as identify and harness new opportunities.

There is a strong evidence base to suggest that self-regulation is linked both to learning and achievement. However, researchers agree that knowledge of the cognitive and metacognitive strategies associated with self-regulation is not usually enough to promote student achievement. Students must also be motivated to use these strategies.

  • Create complex, open-ended learning activities with opportunities for student choice about how to engage in the work
  • Provide explicit instruction on successful learning strategies such as self-instruction, planning and monitoring work, managing resources, help-seeking, homework partners, and self-evaluation
  • Develop tasks that provide optimal, and gradually increasing, level of challenge, accompanied by a shared belief in the importance of challenge and error for learning
  • Emphasise learning and down-playing of the importance of grades or marks
  • Provide opportunities for reflection on the effectiveness of plans and learning strategies and to develop next steps for learning

  • Do you teach students strategies for planning, monitoring and modifying their work?
  • How do you equip students with strategies that will help them to persevere when engaged in a challenging task?
  • Do you provide feedback to students on their learning process?
  • Do you explicitly teach students how to reflect on their learning and to identify next steps in their learning?
  • What opportunities do you provide for students to reflect on their learning and their next steps?

Research reviews

The importance of self-regulation for learning

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

Self-regulation at a glance: Forethought, performance and reflection

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

Supporting self-regulation through self-instruction and self-monitoring

The importance of self-regulation to learning and how students can be supported to become self-regulated learners.

Webinars

Social-emotional learning – what schools need to know

Claire Chuter, from John Hopkins University in the USA explores the different mindsets, skills and competencies SEL incorporates, why it is important, and how it can be integrated into teaching and learning.

Infographics

Self-regulation infographic

Self-regulation is the process by which students monitor and control their cognition, motivation, and behaviour in order to achieve certain goals.

Snapshots

The role of social connection, self-regulation and motivation in student achievement and wellbeing

Key insights from Claire Chuter on how to support and promote students’ social emotional learning.
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