Self-regulation involves setting goals, identifying strategies to meet those goals, monitoring behavior and learning, and adjusting as necessary. According to leading researchers Barry Zimmerman and Dale Schunk, self-regulation is a cyclical process of self-awareness or forethought, performance control, and self-reflection. Effective self-regulation incorporates a strong knowledge of individual strengths and weaknesses, and monitoring and adjusting motivation, emotions, and behaviors. Self-regulation is affected by key individual characteristics, such as developmental level (young children are not as good at critically monitoring themselves), expectations, self-beliefs, and experiences.
Self-regulation involves using both cognitive (e.g., problem-solving) and metacognitive strategies. Metacognition is often referred to as “thinking about thinking.” In essence, metacognition is examining and evaluating thought processes, understanding what different tasks require, and monitoring performance. While complex, metacognition helps us analyze the effectiveness of our thinking and adjust in ways that will increase our success. Effective metacognitive processing allows for the ongoing realignment of goals and efforts. Both students in their work and teachers in their instruction must first set realistic and measurable goals based on the demands of a task and their prior knowledge and experience. They can then monitor their plans to recognize whether they are on track, check for progress and understanding of new ideas, and adjust accordingly.
Self-regulation among students often involves positive self-talk to monitor their plans and making appropriate attributions to evaluate and update thought processes. When students honestly evaluate their efforts and progress towards goals, they can most effectively adjust in meaningful ways to increase success.
Parents and teachers can help instill self-regulation skills in students by reinforcing strong self-efficacy beliefs, demonstrating effective techniques, and shifting responsibility for learning to students. Over time, the ongoing process of task analysis, observation, reflection, and adjustment helps students develop individualized strategies that work for them. Self-regulated students manage their time constraints, seek help when they need it, and achieve their academic goals.