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?