A plea for self-regulated learning as a process: Modelling, measuring and intervening

Abstract

Self-regulated learning is regarded as a necessary prerequisite for life-long learning. Some of the existing models consider self-regulated learning as a process (e.g. Zimmerman, 2000; Schmitz & Wiese, 2006). Taking a process perspective on self-regulated learning gives us new insights in selfregulation processes, which allows using suitable methods for measuring self-regulation processes and allows evaluating the effectiveness of training programs more precisely. In this article, we want to advocate the process view on self-regulated learning by explaining its possibilities and advantages. We present a process model, show methods of measuring processes and ways to analyze processes. Specially, we present empirical examples for studies performing a process approach which try to enhance self-regulated learning. Finally, we offer practical advice on developing effective interventions and instruments from a process perspective.

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