Self-regulation (self-regulated learning) refers to learning that results from students' self-generated thoughts and behaviors that are systematically oriented toward their learning goals. Various theories are explained that have been proposed to account for self-regulation including operant, information processing, developmental, social constructivist, and social cognitive. Common features of theories include an emphasis on learner activity, cyclical nature of self-regulation, and motivation to instigate and sustain self-regulation. Research investigations are summarized that identified key self-regulatory processes used by students to help them learn and explore the operation of these processes during learning. Some important self-regulatory processes are goal setting, self-evaluation of progress, learning strategies, metacognition, self-construction of theories, and self-efficacy. Research shows that self-regulatory processes influence learners' achievement cognitions, behaviors, and emotions. Two interventions are summarized that sought to enhance learners' self-regulation and learning in different contexts. Recommendations are given for self-regulation research in the areas of human development, curricular integration, cultural differences, and learning with technology.
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