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12 - Self-Regulated Learning in School Contexts

from Part III - Interventions from Educational and Social/Personality Psychology

Published online by Cambridge University Press:  18 September 2020

By
Timothy J. Cleary ,
Gregory L. Callan  and
Erica R. Pawlo
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

Self-regulated learning (SRL) involves a system of cyclically related, goal-directed skills and processes that students can use to overcome academic challenges and to optimize their success in school. Although there are many complex models of SRL, the purpose of this chapter is to distill key themes among prominent SRL theories and to provide practical guidelines for incorporating SRL principles into classroom instruction or direct service activities with students. In this chapter, we describe how students can be taught to engage in a cyclical process of SRL involving the use of metacognitive skills (i.e., setting goals, planning, and evaluating), strategic thinking and action, and adaptive motivational beliefs. The authors also illustrate how educators can support SRL skills by fostering a supportive learning environment encompassing five key principles (e.g., helping students set clear and relevant goals, talking in the language of strategies) and/or by implementing established school-based SRL intervention programs. The characteristics of a SRL intervention program, called the Self-Regulation Empowerment Program (SREP), concrete SRL case scenarios, and supplemental resources are also emphasized.

Keywords

self-regulated learningmetacognitionmotivationstrategiessupportive environmentsinterventionsself-regulation empowerment program
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 194 - 212
Publisher: Cambridge University Press
Print publication year: 2020

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