The document discusses self-regulated learning (SRL), defining it as a self-directive process through which learners activate their thoughts, behaviors, and emotions to achieve goals. It outlines the importance of SRL, its phases, and characteristics, emphasizing its benefits for all learners in enhancing academic success and promoting lifelong learning skills. Key strategies for SRL include managing study environments, controlling motivation, and employing cognitive strategies like rehearsal and organization.

1. SELF-REGULATED
LEARNING
BY B A S M A E L S AY E D A B D U L FAT TA H

2. CONTENT
•Definition of self-regulated learning
•Characteristics & Importance of SRL
•Phases of SRL
•Implications of SRL

3. DEFINITION OF SELF REGULATION
Barry Zimmerman (2002) defines it as the process we use to
activate and sustain our thoughts, behaviors, and emotions in
order to reach our goals.
 Students can actively activate their cognition,
motivation, & behavior.

4. WHAT IS SELF REGULATION?
 Not a mental ability, like intelligence
 Not an academic skill
 It’s a self-directive process that learners can use to transform
their intrinsic mental abilities into academic skills.

5. THREE DIMENSIONS TO
SELF-REGULATED LEARNING
Observable
Behavior
Motivation and
Affect
Cognition or
Cognitive
Strategies

6. TO BE CONT.,
SRL of Behavior
• Time, Study Environment, People, Resources
SRL of Motivation & Affect
• Controlling motivation beliefs and anxieties
SRL of Cognitive Strategies
• Rehearsal Strategies
• Elaboration Strategies
• Organization Strategies

7. SR OF BEHAVIOR IS ACTIVE CONTROL
OF RESOURCES INCLUDING:
• Time – Time management; When you study; Distributed Practice
• Study Environment – Where; Temp, light, noise
• Peer – Who & When: alone, pairs, groups
• Faculty – Class questions, Office hours, E-Mail
• Textbook – Reading, studying, SQ4R
• Notes – Note taking skills, classroom attention,
organization

8. SR AFFECT &MOTIVATION
Will is our motivational
orientation
• Goals
• Values
• Expectancies
Skill is our use of the
appropriate resources.
• Resource
management
• Cognitive Strategies
• Reflection strategies

9. SELF MONITORING & ATTRIBUTIONS
Self-monitoring reveals & elicits beneficial attributional
pattern in success & failure:
• Success  If your success is due to effort & strategies
Increased self-efficacy & positive affect
• Failure  If your failure is due to lack of effort or poor strategies
Increases the chances for change
Self-monitoring should begin to help you control your
affect and motivation

10. Comparing Learning Strategies:
Rehearsal vs. Elaboration vs. Organization

11. WHY SELF REGULATION?
• Helps all types of learners: adults, college students, youth learners,
disabled, elementary students
• Self-regulated learners are more likely to succeed academically and
view their futures optimistically.
• Learner-centered approach to teaching.
• Is important in the development of lifelong learning skills.

12. PHASES OF SR

13. SELF REGULATION PROCESSES

14. HOW DO YOU DO IT?

15. CONCLUSION
The key is to know yourself and keep your emotions
in check. The best way to do that is to plan far in
advance and use Distributed Practice.
If you don’t have the will, you won’t use the skill.