The Art and Science of How People Learn - Revised Edition
Edited By Greg S. Goodman
38. Self-regulated Learning
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If you give a man a fish, you feed him for a day; If you teach a man to fish, you feed him for a lifetime. (Zimmerman, Bonner, & Kovach, 1996, p. vii)
This old adage is cited in a manual designed for teachers to instruct students on how to regulate their learning. It reflects conventional meanings and assumptions that pervade the discourse on self-regulated learning (SRL). That is, teaching students the knowledge, skills, and dispositions for self-regulation supports independent, self-sufficient engagement that has long-term benefits. SRL is a self-steering process whereby students understand, and change if necessary, their own thoughts, emotions, and behaviors, as well as features of the environment, in order to achieve their goals. Supporting students’ SRL is associated with possibility and empowerment because academic achievement is not viewed as static and uncontrollable. Rather, achievement is construed as dynamic and within personal control whereby individuals can overcome limitations in cognitive processing, instructional constraints, and social and cultural barriers.
Researchers implicitly and explicitly associate SRL with individual human agency because it is purported to expand freedom of action by enabling individuals to select, influence, and construct their own circumstances. SRL is almost exclusively associated with academic success (e.g., Greene, Bolick, & Robertson, 2010; Kitsantis & Zimmerman, 2006; Lodewyk, Winne, & Jamieson-Noel, 2009), the alleviation of social problems (e.g., Zimmerman, 1998, 2000), democratic participation (e.g...
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