This section of the guide builds upon the concept of ‘self-efficacy’ and is designed to provide you with a comprehensive understanding of self-regulation theory and how it encourages effective planning, the strategic use of resources, and thoughtful reflection on your work, all of which can enhance the learning process.
By engaging in planning, you will create a structured framework that allows you to set clear objectives and identify the steps necessary to achieve them. Resourcefulness enables you to engage with strategies that promote success. Finally, incorporating regular reflection into your routine allows you to critically assess your progress, identify areas for improvement, and celebrate your achievements. This introspective practice not only deepens your understanding of the material but also creates a positive cycle that propels your learning forward.
As you are studying at university, you will find that there is an increased emphasis on independent learning and self-direction. Zimmerman (1986; 2008) suggests that self-regulation theory provides learners with the opportunity to refine their skills and knowledge through three key phases: planning, resourcefulness and self-reflection.
In the forethought phase, students set specific goals and develop strategies to achieve them, which can enhance motivation and focus. During the performance phase, learners actively engage with the material, utilising various resources and adapting their strategies as needed to overcome challenges. The self-reflection phase allows for critical evaluation of one’s own performance and understanding, promoting a deeper awareness of strengths and areas for improvement.
Self-regulation can be developed over time (Zimmerman and Campillo, 2003), and it is encouraged that you receive support in maturing the skills of self-direction, self-monitoring, and self-correction. Such support not only enhances your learning but also builds resilience, equipping you to navigate academic challenges more effectively. By fostering these skills, you are better prepared to take ownership of your educational journey, leading to more meaningful and sustained learning experiences. This guide can support you with each phase, which will help you hone these skills and build your resilience.
An image illustrating a simplified version of the self-regulated learning stages as suggested by Zimmerman (1986; 2008).
References
Zimmerman, B. J. (1986) 'Becoming a self-regulated learner: Which are the key subprocesses?', Contemporary Educational Psychology, 11(1), pp. 307-313.
Zimmerman, B. J. (2008) ‘Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects’, American Educational Research Journal, 45(1), pp. 166-183.
Zimmerman, B. J. and Campillo, M. (2003) ‘Motivating Self-Regulated Problem Solvers’, in Davidson, J. E. and Sternberg, R. J. (eds) Motivating Self-Regulated Problem Solvers. Cambridge: Cambridge University Press, pp. 233-262.
