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1 reference
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- Vol 2 RE: Chapter 14, App A, App D
- Vol 2 TE: App B
- Vol 3 RE: Chapter 14
- Vol 4 RE: Chapters 1, 2, 4, 8, 10, 15, 16, 17, 19, 26, 27, App A, App B, App C
- Vol 4 TE: App C
self-regulated learninggoal settingstrategy adaptationself-monitoringhelp seekingtime managementguided practiceJournal article Evidence summaryAt a glance
Zimmerman offers an overview of self-regulated learning as self-generated thoughts, feelings, and behaviours directed toward goals. Self-regulated learners set goals, adapt strategies, monitor progress, manage time and environments, seek assistance, and evaluate outcomes.
Key ideas
The cyclical model has three phases. Forethought covers goal setting, planning, efficacy beliefs, and motivation; performance includes self-control and self-observation; self-reflection includes evaluation, attribution, satisfaction, and decisions shaping the next attempt. Expertise involves strategic adaptation rather than independence from help. The article contrasts effective regulation with difficulties such as vague goals, inaccurate monitoring, defensive attributions, and failure to adjust methods. It reviews theory and evidence rather than testing one classroom programme. Zimmerman stresses that self-regulatory processes can be taught through modelling, guided practice, feedback, and gradual transfer of responsibility.
Why it matters
Educators can support development by making strategies and standards visible, asking students to record process and outcomes, teaching time and environment management, normalising strategic help seeking, and prompting reflection linking results to controllable methods. One questionnaire score cannot capture a process that changes across tasks and contexts.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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