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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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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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