Self-regulation involves a self-oriented feedback loop where students monitor their learning methods and strategies and react to feedback by making changes. It involves three subprocesses: self-observation, self-judgment, and self-reaction. Zimmerman suggested self-regulation has three stages: forethought, volitional control during learning, and self-reflection after learning. A learner's self-regulation depends on personal influences like knowledge and goals, behavioral influences like self-observation, and environmental influences like learning strategies. A learner acquires self-regulation through reinforcement of positive actions, social modeling, and improving self-perception.

1. SELF-REGULATION
BY BARRY J. ZIMMERMAN

2. WHAT IS SELF-REGULATION?
• Self regulated learning is a self-oriented feedback loop.
This loop entails a cycling process in which students
monitor the effectiveness of their learning methods or
strategies and react to this feedback in a variety of ways,
ranging from covert changes in self-perception to overt
changes in behavior such as altering the use of a learning
strategy.

3. SUBPROCESSES IN SELF-REGULATION.
• Social cognitive theorists assume that self-regulation involves three classes of
subprocesses: selfobservation, self-judgment, and self-reaction (Bandura,
1986).
• These performance-related subprocesses are assumed to interact with each
other in reciprocal fashion. For example, listening to an audiotape of one's
speech (self-observation) is assumed to affect self-judgments of progress in
acquiring rhetorical skill. These self-judgments, in turn, are expected to
determine one's subsequent willingness to continue this self-instructive
practice (a self-reaction).

4. SELF-REGULATED LEARNING PROCESS
Zimmerman suggested that self-regulated learning process better with
3 stages:
• Forethought, learners preparing work before performance on their studying;
• Volitional control, which is also called "performance control", occurs in the learning process. It
involves learners attention and willpower;
• Self-reflection happens in the final stage when learners review their performance toward final
goals. At the same time, focusing on their learning strategies during the process is also efficient
for their final outcomes

5. DETERMINANTS OF SELF-REGULATED LEARNING
• This approach to learning also depends on a variety of personal
influences that can change with teaching or development, such as one's
level of knowledge and metacognitive skill.
Personal influences: Student's self-efficacy perceptions depend in part on
each of four other types of personal influence; students' knowledge,
metacognitive processes, goals, and affect.

6. • Behavioral influences: Observing oneself can provide information about how well
one is progressing toward one's goals. Self-observation is influenced by such
personal processes as self-efficacy, goal-setting, and metacognitive planning, as well
as by behavioral influences. Two common behavioral methods of self-observation
are (a) verbal or written reporting and (b) quantitative recording of one's actions
and reactions.
• Environmental influences: It is assumed that students can be taught or prompted to
become more self-regulated learners by acquiring effective strategies and by
enhancing perceptions of self-efficacy. Students' use of selfregulated learning
strategies enables them to increase their personal control over their own behavior
and immediate environment.

7. HOW DOES A LEARNER ACQUIRE THE CAPACITY TO SELF-REGULATE
WHEN LEARNING?
Learning to self-regulate follows the same laws as the rest of learning
processes.
There is a specific focus on two laws. Firstly, if an action has a positive
outcome, students will repeat it. Secondly, persons around the student
decide how to self-regulate. The phenomenological theory states that
when students understand their self-perception better, their self-
regulation improves.