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3 references
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- Vol 4 RE: Chapter 12
self-regulated learningmetacognitioncognitive regulationwinne–hadwin modelcopes frameworkmetacognitive monitoringstrategy adaptationlearning analyticsBook chapter Evidence summaryAt a glance
Winne describes self-regulated learning as a fusion of cognition, metacognition, motivation, and action rather than a separate study skill. The Winne–Hadwin model represents regulation through four recursively and flexibly sequenced phases: defining the task, setting goals and planning, enacting tactics and strategies, and adapting future work.
Key ideas
COPES identifies the conditions, operations, products, evaluations, and standards involved as learners interpret tasks and compare emerging products with goals. Metacognitive monitoring generates information about fit; control changes operations, effort, goals, or conditions. Because these events are conditional and unfold over time, retrospective questionnaires provide an incomplete picture. Winne argues for evidence from multiple channels and fine-grained traces of what learners do, particularly to study dynamic motivation and links between monitoring and control.
Why it matters
A practical implication is to help learners act as learning scientists: form hypotheses about strategies, collect evidence from their own performance, and adapt methods rather than merely follow decontextualized advice.
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- Vol 4 RE: Chapters 2, 10
self-regulated studyingtask definitiongoal settingstudy planningcognitive tacticscopes architecturemetacognitive reflectionstrategy adaptationBook chapter Evidence summaryAt a glance
Winne and Hadwin model studying as recursively self-regulated activity rather than a fixed sequence of skills. Four flexible phases organise the model: defining the task, setting goals and planning, enacting tactics and strategies, and adapting studying through metacognitive reflection.
Key ideas
Within each phase, learners interpret conditions, apply cognitive operations, produce outcomes, compare products with standards, and respond to discrepancies—the COPES architecture. Because learners construct task definitions from instructions, knowledge, beliefs, time, and resources, their version of an assignment may differ from the teacher’s. Strategies are conditional combinations of tactics, not universally effective behaviours, and monitoring can alter goals, plans, or understanding at any point. The chapter is a theoretical synthesis, not a trial of one study routine. Support should diagnose where regulation breaks down: task interpretation, standards, planning, tactic knowledge, monitoring accuracy, or adaptation.
Why it matters
Educators can model task definition, make criteria explicit, ask learners to record plans and actions, compare outcomes with standards, and revise methods. Assessment should capture events and changing conditions, not rely solely on retrospective reports of typical study habits.
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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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