Self-regulated learning involves students actively monitoring and controlling their cognition, motivation, behavior, and environment in pursuit of goals. It is influenced by personal characteristics as well as social and environmental factors. Effective self-regulated learners are aware of their own strengths and weaknesses, can employ various learning strategies, and are motivated to learn. Regulation may occur individually through self-reflection, or socially through collaboration with others. Developing strong self-regulated learning skills is important for students' well-being, academic success, and ability to adapt to changing demands.

1. WHAT IS
SELF-REGULATED LEARNING?
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Marika Koivuniemi & Marta Sobocinski
6.11.2015

2. TASK 1
• Think your own learning and recall one situation where you
• Succeeded
• Failed
• Think reasons why you..
• Succeeded
• Failed
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3. INTRODUCTION
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Learning and
teaching
21st
century
learning
skills
Changes in
our every
day life
• Technological changes
• Changing working
methods
• Fast changes of
knowledge
• Communicating
• Critical thinking and
problem solving
• Creative thinking
• Collaborating
How we should LEARN
and TEACH?

4. 5.11.2015
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We need to learn
how to SELF-REGULATE
our learning!

5. WHY TO REGULATE?
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Motivated
and willing
to learn
Wellbeing
Better
learning
results
Skills for
your life

6. SELF-REGULATED LEARNING
Theoretical models of self-regulated learning (SRL)
seek to explain why some students succeed in their studies
and are more capable to regulate their behaviour,
and others failure in both sense
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Self-regulated learning is an active,
constructive and goal directed process
where learners monitor, regulate, and
control their cognition, motivation,
emotions, and behaviour, guided and
constrained by their goals and the
contextual features in the environment
(Pintrich, 2000)

7. DIFFERENT MODELS OF SRL
• Winne & Hadwin (1998), Zimmerman (1989; 2000), Pintrich
(2000), Boekaerts (1996)
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Learner is active and
constructive
participant
Situatedness:
Happens in
relationship between
the person and the
context
Usually
cyclical process
Goal directed process
Learners can
regulate certain
aspects of cognition,
motivation, emotion
and behaviour
SIMILARITIES

8. WINNE & HADWIN
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Understanding
tasks
Goals and
plans
Applying
strategies
Adapting and
regulating
What is my task?
How should I
evaluate and
control my
learning?
How I should
work to reach the
goals? What
strategies should
I use?
What are
my goals?
What I
should do
to reach
these
goals?
Monitoring
Controlling
Evaluating
(Feedback)

9. ZIMMERMAN´S
SOCIAL COGNITIVE MODEL OF SELF-REGULATION
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From “Motivating self-regulation problem solvers” by B. J Zimmerman & M. Campillo, 2003.
In J. E. Davidson & R. J. Sternberg (Eds.), The psychology of problem solving. (pp. 239).
Cambridge University Press, New York.

10. WHEN IS NEED FOR SELF-REGULATION?
• Students’ don’t regulate their behaviour constantly
• ”Self-regulation emerges when students judge there might be
better ways to achieve their goals than whichever method they
are currently using” (Winne & Hadwin, 2008)
CHALLENGES ARE NEEDED
• Regulation is adaptive responses to different challenges
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11. CRITICAL IS..
• Do the students recognize
WHEN they should regulate
their learning
• HOW they should do it
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12. SELF-REGULATED LEARNER
• Is aware of own learning (strengths and weaknesses) in
METACOGNITIVE level
• Is capable use different strategies that can aid their learning in
cognitive, motivational and emotional level
• Has willingness to learn in order to reach the learning goals
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13. LEARNING DOES NOT HAPPEN IN ISOLATION
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LEARNER

14. SOCIAL COGNITIVE VIEW OF SRL
• Personal, behavioural and environmental factors influence one
another in a reciprocal way
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Zimmerman, 1989
Example: learner sees the rubrics from a
course (environmental queue), he
interprets it based on his previous
performance (behaviour), which in turn
had influenced his self-efficacy beliefs
(self). Based on this evaluation he uses the
rubrics (environment) to set a goal (self),
which will affect the strategies he uses
(behaviour)

15. TYPES OF REGULATION IN COLLABORATION
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MY task understanding
MY goals and plans
MY strategy use
OUR common task
understanding, goals,
strategies chosen together
1. Self-regulated learning
2. Co-Regulated learning
3. Socially Shared Regulation
of learning
Hadwin, Järvelä & Miller, 2011; Järvelä & Hadwin, 2011; Malmberg, Järvelä &
Järvenoja, 2015, Miller & Hadwin, 2015
Each of my team
members’ task
understanding, goals,
plans

16. TYPES OF REGULATION IN COLLABORATION
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Järvelä, S. & Hadwin, A. (2013).
New Frontiers: Regulating
learning in CSCL. Educational
Psychologist, 48(1), 25-39.

17. EXAMPLES OF REGULATION
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SRL CO-REGULATION SHARED REGULATION
Järvelä, S. & Hadwin, A. (2013). New Frontiers: Regulating learning
in CSCL. Educational Psychologist, 48(1), 25-39.

18. TASK 2
• Reflect situations you recall at the beginning and think..
• Why you succeeded or failed
• How you could done better
5.11.2015TIEDEKUNTA TIEDEKUNTA / osasto osasto osaston osasto / Etuniminen
Sukuniminen-Sukuniminen
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19. FIRST SOLO WORK
• Readings:
• Boekaerts, M. and Corno, L. (2005).Self-Regulation in the Classroom: A Perspective on
Assessment and Intervention. Applied Psychology: An International Review, 54 (2), pp. 199-
231.http://onlinelibrary.wiley.com/doi/10.1111/j.1464-0597.2005.00205.x/full
• Hadwin, A.F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially-shared
regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.),Handbook of self-regulation
of learning and performance (pp. 65-84). New York, NY: Routledge.
• Zimmermann, B. J. (1989). A Social Cognitive View of Self-Regulated Academic Learning.
Journal of Educational Psychology, Vol. 81, No. 3, pp. 329-339.
5.11.2015TIEDEKUNTA TIEDEKUNTA / osasto osasto osaston osasto / Etuniminen
Sukuniminen-Sukuniminen
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