Self-regulated learning refers to students actively influencing their own learning processes on an emotional, behavioural, metacognitive and motivational level. Self-regulated learning techniques equip students to gradually take more control of their learning over time using deliberate strategies (suited to their age and stage) to plan, monitor and evaluate their learning.
Supporting self-regulated learning involves explicitly teaching students to reflect on which techniques optimise their learning, how to set goals, and how to develop the ability to strengthen their learning. Teachers can support students to identify gaps in their knowledge or areas where they need more practise, as well as to seek additional guidance when they need it. Teaching self-regulated learning strategies gives students an understanding of how learning happens.
This practice guide will help you develop your practice with a greater understanding of:
- self-regulated learning strategies students can apply to their learning
- how you can model and explicitly teach self-regulated learning techniques to help students overcome learning challenges and work towards mastery.
References and further reading
Further reading
Education Endowment Fund. (2018). Metacognition and self-regulated learning: Guidance report. https://evidenceforlearning.org.au/education-evidence/guidance-reports/metacognition
This guidance report offers practical, evidence-based recommendations to support teachers in helping their students develop metacognitive knowledge and skills to plan, monitor and evaluate their work.
Kirschner, P. A., & Hendrick, C. (2020). Learning techniques that really work. In How learning happens: Seminal works in educational psychology and what they mean in practice (207–218). Routledge.
This chapter presents evidence to explain which study techniques are most effective in supporting students’ long-term retention of the information they study. It also explains how teachers can deliver instruction in ways that model effective self-regulated learning techniques for students.
Willingham, D. T. (2023). Outsmart your brain: Why learning is hard and how you can make it easy. Souvenir Press.
This book identifies a range of effective study techniques that increase retention of information and support development of mastery. Each chapter includes advice for teachers about ways to support their students in adopting effective techniques.
References
Australian Institute for Teaching and School Leadership. (2022). Building a culturally responsive Australian teaching workforce. https://www.aitsl.edu.au/teach/intercultural-development/building-a-culturally-responsive-australian-teaching-workforce
Berry Street Childhood Institute. (2019). Focus areas. https://www.childhoodinstitute.org.au/focus-areas/
Centre for Education Statistics and Evaluation. (2020). Trauma-informed practice in schools: An explainer. NSW Department of Education. https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/research-reports/trauma-informed-practice-in-schools.html
Daniel, G., Wang, C., & Berthelsen, D. (2016). Early school-based parent involvement, children’s self-regulated learning and academic achievement: An Australian longitudinal study. Early Childhood Research Quarterly, 36, 168–177. https://doi.org/10.1016/j.ecresq.2015.12.016
Deans for Impact. (2015). The science of learning. https://www.deansforimpact.org/tools-and-resources/the-science-of-learning
Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. https://doi.org/10.1007/s11409-008-9029-x
Dignath, C., & Veenman, M. V. (2021). The role of direct strategy instruction and indirect activation of self-regulated learning—Evidence from classroom observation studies. Educational Psychology Review, 33(2), 489–533. https://doi.org/10.1007/s10648-020-09534-0
Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266
Education Endowment Foundation. (2018). Metacognition and self-regulated learning: Guidance report. https://evidenceforlearning.org.au/education-evidence/guidance-reports/metacognition
Feucht, F. C., Lunn Brownlee, J., & Schraw, G. (2017). Moving beyond reflection: Reflexivity and epistemic cognition in teaching and teacher education. Educational Psychologist, 52(4), 234–241. https://doi.org/10.1080/00461520.2017.1350180
Harris, R. (2017, April 19). Trauma informed practice in action. Teacher Magazine. https://www.teachermagazine.com/au_en/articles/trauma-informed-practice-in-action
Kirschner, P. A., & Hendrick, C. (2020). How learning happens: Seminal works in educational psychology and what they mean in practice. Routledge. https://doi.org/10.4324/9780429061523
Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269–286. https://doi.org/10.1080/00313830120074206
Ryan, M., Rowan, L., Lunn Brownlee, J., Bourke, T., L’Estrange, L., Walker, S., & Churchward, P. (2022). Teacher education and teaching for diversity: A call to action. Teaching Education, 33(2), 194–213. https://doi.org/10.1080/10476210.2020.1844178
Willingham, D. T. (2023). Outsmart your brain: Why learning is hard and how you can make it easy. Souvenir Press.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329–339. https://doi.org/10.1037/0022-0663.81.3.329
Keywords: self-regulation, student engagement