Self-Regulated Learning Strategies in Educational Contexts
Summary
Self-regulated learning (SRL) encompasses the cognitive, metacognitive, behavioural and motivational dimensions through which learners actively plan, monitor and evaluate their own educational progress. Central to SRL is the deployment of strategies—such as goal setting, time management, cognitive rehearsal and self-evaluation—that enable learners to adapt to varied instructional formats, from traditional classrooms to fully online or blended environments. Effective SRL not only enhances academic performance across disciplines but also promotes lifelong learning dispositions, including resilience, autonomy and adaptive expertise. In practice, educators scaffold SRL by modelling strategic approaches, embedding metacognitive prompts within curricula and fostering supportive feedback loops. Technological advances, notably learning analytics and intelligent tutoring systems, have extended the reach of SRL by offering real-time insights into learner behaviours and personalised recommendations. Globally, the cultivation of SRL is recognised as pivotal for addressing diverse learner needs, reducing achievement gaps and preparing students for self-directed inquiry in an increasingly complex knowledge economy.
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Self-Regulated Learning Strategies in Educational Contexts publication trend
The graph below shows the total number of articles in self-regulated learning strategies in educational contexts across all publications each year (not limited to Nature Index journals).
Technical terms
Self-regulated learning: A cyclical, proactive process whereby learners plan, monitor and evaluate their own cognitive, behavioural and motivational activities to achieve learning goals.
Metacognition: Awareness and control of one’s own thinking processes, encompassing knowledge about strategies and the regulation of those strategies during learning.
Cognitive strategies: Techniques such as summarisation, elaboration and organisation used to process and store information effectively.
Behavioural regulation: Management of actions and resources, including time allocation, goal setting and help-seeking behaviours to support learning activities.
Motivational regulation: Strategies to initiate and sustain effort and resolve task-related difficulties, such as enhancing self-efficacy and using self-consequences.
References
- Supporting students’ self-regulated learning in online learning using artificial intelligence applications. International Journal of Educational Technology in Higher Education (2023).
- Synthesizing research evidence on self-regulated learning and academic achievement in online and blended learning environments: A scoping review. Educational Research Review (2023).
- Metacognitively ALERT in science: literature synthesis of a hierarchical framework for metacognition and preliminary evidence of its viability. Studies in Science Education (2023).
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