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- Vol 4 RE: Chapters 1, 2, 4, 8, 13, 25, App A, App C
- Vol 4 TE: App C
- Vol 5 RE: Chapters 2, 3, 5, 6, 13, 14, 15, App B
- Vol 5 TE: App C
- Vol 7 PE: App D
- Vol 7 RE: Chapters 2, 7, App D
self-regulated learningforethought phaseperformance phaseself-reflectiongoal settingstrategic planningcausal attributionBook chapter Evidence summaryAt a glance
Zimmerman defines self-regulation as context-sensitive processes through which people pursue goals, not as an inherited stage, general trait, or purely metacognitive skill. His social-cognitive model is cyclical.
Key ideas
Forethought includes task analysis, goal setting, strategic planning, self-efficacy, outcome expectations, interest, and goal orientation. During performance, learners deploy strategies, manage attention, use self-instruction or imagery, structure environments, and observe their actions and conditions. Self-reflection then combines self-evaluation and causal attribution with satisfaction and adaptive or defensive reactions. These reactions feed the next cycle, so interpretations of success and failure influence later goals, effort, and strategy choice. The chapter also distinguishes proactive regulation, in which learners set goals and create favourable conditions, from reactive attempts made only after difficulty occurs. Social models, instruction, feedback, and guided practice contribute to development. This is a theoretical synthesis of research, not one intervention trial.
Why it matters
For teaching, it supports modelling strategies, helping students set specific proximal goals, making performance information visible, prompting defensible attributions, and revising approaches after reflection. Difficulties should be diagnosed across the cycle rather than attributed to motivation or ability alone.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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