Self-regulated learning: a literature review

Abstract

This review explores the concept of self-regulation, which includes the ability to concentrate, become involved in group activities, restrain disruptive and impulsive behaviour, and work autonomously, and its impact on learning and attainment. It also considers the recent high levels of interest in self-regulation, and provides a policy and educational context. The focus is on children aged 5-16. The literature shows that self-regulation skills have important benefits for the learning and attainment of children and young people: there is a positive overall relationship between self-regulation and academic achievement. Although the size of the effect of self-regulation is small compared with that associated with prior attainment, it exists independently of prior attainment. The literature also shows that these skills can be developed with appropriate teaching and support: aspects of self-regulation such as attention, persistence, flexibility, motivation and confidence can all be improved as a result of effective teaching and learning practices.

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