Self-Regulation of Academic Learning in Middle-Level Schools

Abstract

We argue in this article that many educational reforms fail to give sufficient attention to improving student learning. An important component of academic success is students' motivation and ability to take responsibility for their own learning. One way to increase academic performance is to teach students how to become self-regulated learners. We use Zimmerman's model of academic self-regulation to identify 6 dimensions of behavior that influence learning-motivation, methods of learning, use of time, control of one's physical and social environment, and performance. This model is unique in that it uses non-subject-matter outcomes of schooling to influence academic performance. We discuss each self-regulatory dimension in terms of the research supporting its effect on academic performance, as well as the developmental concerns for students in middle-level schools. Finally, we offer suggestions for how teachers can help students acquire self-regulatory skills.

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