1. WHAT IS SELF-REGULATED
LEARNING?
Arttu Mykkänen
University of Oulu, Finland
Learning and Educational Technology Research Unit
Contact: arttu.mykkanen@oulu.fi

2. Who am I
• Ph.D Candidate in LET team.
• Areas of interest: young children‟s self-regulated
learning, causal attributions
• How SRL is supported in elementary school
classrooms?
• How students attribute their success in authentic
learning situations?

3. What is Self-Regulated Learning?
“Self-regulated learning and performance refers
to the processes whereby learners personally
activate and sustain cognitions, affects, and
behaviors that are systematically oriented
toward the attainment of personal goals”
(Zimmerman & Schunk, 2011)

4. What is Self-Regulated Learning?
• Active and proactive learning
• Process of learning to monitor, evaluate, and regulate
(or change) your own
– Learning and thinking (e.g. remember the
topic)
– Motivation (e.g. feeling inspired or interested)
– Behaviour (e.g. getting organized, getting
started)
• Lifelong process that you develop and refine over
time
• Can be teached and learned

5. What is Self-Regulated Learning?
• Self-regulated learning is often described as an
active cyclical process whereby students regulate
their efforts to optimize:
- Cognitive processes
- Motivational processes
- Behavioral processes
• Which are guided by their learning goals and
the contextual features of the environment
(Pintrich, 2000; Zimmerman, 1998).

6. Cyclic model of self-regulated learning
A Cyclic
Phase Model
of
SRL
Performance
phase
Forethought phase Self-Reflection
phase
Task analysis
• Goal setting
• Strategic planning
Self motivational beliefs
• Self-efficacy
• Outcome expectations
• Interest/value
• Goal orientation
Self-reaction
• Self-satisfaction/affect
• Adaptive/defencive
Self-Control and Observation
• Task Strategies
• Help Seeking
• Volition strategies
• Time management
• Metacognitive monitoring
Adapted from
Zimmerman, 2011
Self-judgment
• Self-evaluation
• Causal attribution

7. Self-reaction
• Self-satisfaction/affect
• Adaptive/defencive
Cyclical model of SRL in practice
A Cyclic
Phase Model
of
SRL
Performance
phase
Forethought phase Self-Reflection
phase
Task analysis
• Goal setting
• Strategic planning
Self motivational beliefs
• Self-efficacy
• Outcome expectations
• Interest/value
• Goal orientation
Self-judgment
• Self-evaluation
• Causal attribution
Self-Control and Observation
• Task Strategies
• Help Seeking
• Volition strategies
• Time management
• Metacognitive monitoring
”Usually I am good in these kind of
tasks. I‟ll make a big effort for learning
this topic”
”Is my learning strategy working??
Should I spent more time on this topic?”
”I did well because put lot
of effort for this task”
Adapted from Zimmerman, 2011

8. Why it is important to self-regulate your
learning?
• There is no doubt, that students who self-
regulate learning tend to learn better in variety of
domains.
• Awareness of strengths and weaknesses – What
strategies I can use to bridge the caps between
ability and task demands?
•Motivation – Willingness to deep
understanding, instead of having a good grades.

9. Self-Regulated Learner
• Capable of taking charge of their own learning.
• Recognizes own strengths and weaknesses in
various learning situations.
– Knowledge of different strategies that can
aid meaningful learning
– Motivated to use these strategies in order
to reach learning goal
– Can use these strategies depending on
the learning situation. (Zimmermann, 2001; Winne &
Perry, 2001)

10. Self-Regulated Learner
(a) set learning goals
(b) implement effective learning strategies (e.g.,
organization, rehearsal, note-taking)
(c) monitor and assess their goal progress
(d) establish a productive environment for learning,
and
(e) maintain a sense of self-efficacy (i.e., perceived
competence) for learning.
Zimmerman & Schunk, 2011

11. A bit like conducting experiments about your
learning
• Identify a problem
• Set goals
• Make plans and set procedures
• “Collect data” about how things are going
• Compare findings to original goals
• Based on your findings, you make changes to the
goals, plans or strategies
Think of one learning activity
that you have done quite
recently

12. Think about studying
• Think about this course:
- What is the meaning of this course?
- What does the teachers want you to learn?
- How is this course being evaluated?
- What can you do to improve your learning?
- What is your goal for this course?

13. Motivation and emotion
can also be regulated

14. Motivation regulation and SRL
• Why are positive motivational feelings and beliefs
advantageous for students to self-regulate their
learning?
– To increase students„ attention to learning processes
and outcomes
– high motivation can also effect students‟ choice of a
task
– high motivation can also increase students‟ effort to
learn a difficult task
– high motivation can also increase students‟
persistence on a time-consuming task
– Thus, level of motivation can play a vital role in
initiating, guiding, and sustaining students‟ efforts to
self-regulate their learning

15. Cyclical model of self-regulated
learning
A Cyclic
Phase Model
of
SRL
Performance
phase
Forethought phase Self-Reflection
phase
Task analysis
• Goal setting
• Strategic planning
Self motivational beliefs
• Self-efficacy
• Outcome expectations
• Interest/value
• Goal orientation
Self-judgment
• Self-evaluation
• Causal attribution
Self-Control and Observation
• Task Strategies
• Help Seeking
• Volition strategies
• Time management
• Metacognitive monitoring
Self-reaction
• Self-satisfaction/affect
• Adaptive/defencive
Adapted from Zimmerman, 2011

16. Self-reaction
• Self-satisfaction/affect
• Adaptive/defencive
Cyclical model of SRL in practice
A Cyclic
Phase Model
of
SRL
Performance
phase
Forethought phase Self-Reflection
phase
Task analysis
• Goal setting
• Strategic planning
Self motivational beliefs
• Self-efficacy
• Outcome expectations
• Interest/value
• Goal orientation
Self-judgment
• Self-evaluation
• Causal attribution
Self-Control and Observation
• Task Strategies
• Help Seeking
• Volition strategies
• Time management
• Metacognitive monitoring
” Usually I am good in these kind
of tasks. I‟ll think I do good in this
task”
”This is harder than I thought!! I‟ll buy
an ice cream for my self when I am
done”
”I did well because put lot
of effort for this task”
Adapted from Zimmerman, 2011

17. Thank You
Questions or Comments?