Self-Regulated Learning Process
by Dr. Colin Barnes 
Introduction
In this article for educators, we have selected a concept that has a profound impact on everything that we do, Self-Regulated Learning (1). Self-Regulated Learning (SRL) has a profound impact on everything we do as educators (1). Our first role as educators is to “facilitate a self-regulated learning process” (2, p.5).SRL is in US Soccer’s core principle “We aim high” (2, p.6). From our tasks as an educator, SRL is first found in the task of Leading Oneself and is directly stated in the task of Guiding, “Motivate, support, and inspire individuals and groups of student coaches to engage in the learning process and encourage learners to take responsibility for self-regulated learning” (2, p.7). Coaches spend more time learning on their own away from formal courses and they value this informal learning more (3), we need to model the SRL process and develop their understanding of SRL to, “. . . take responsibility for self-regulated learning.”
What is the concept?
“Self-regulated learning is a process that assists students in managing their thoughts, behaviors, and emotions in order to successfully navigate their learning experiences” (4, p.4). Working alongside SRL are self-regulation (the ability to stay on task, and create effective habits by monitoring and evaluating), metacognition (thinking about your comprehension, predicting, reasoning, problem-solving, etc.), and motivation. SRL does not stand alone, and we need to conceptualize it as being embedded in everything we do and how we teach. SRL is thought of as a cycle broken into phases. The most used cycle is Zimmerman’s (2002), which has three phases: Forethought and Planning Phase, Performance Monitoring Phase, and Reflection on Performance Phase (see Figure 1). Metacognition is seen in the Performance Monitoring Phase where one is thinking (or monitoring) one’s thoughts, emotions, and effectiveness of the plans from the planning phase. Motivation is seen during this phase as one monitors their motivation during the learning task and navigates their emotional responses during the final phase of reflection. As you may recognize, this cycle relates to our U.S. Soccer coaching and teaching processes: Assessing, Identifying, planning, implementing, and reflecting.
How does this apply to me as an educator?
To lead others in learning, we must be experts in learning ourselves. We must first fully understand SRL to improve our knowledge and skills as a learner. Zumbrunn et al. (2011) created some helpful tips for you in your own SRL process (see Table 1).
- Be intentional to Set Goals for your specific learning needs before starting a course. Many of us do this in isolation without writing them down, but it is more powerful when you set goals with other educators and put them in your journal for reference.
- Plan your strategies to achieve the goals accounting for the necessary time, where you might need help, and what resources you might need.
- Since these are your goals, your Self-Motivation should remain high to maintain discipline without extrinsic incentives.
- Focus on your learning during the moments. Just like your first year in college (assumption), find the best place to study and remove any extra stimulus so you can demonstrate Attention Control.
- Use a variety of learning strategies that fit the needs of your learning context. This Flexible Use of Strategies will allow you to adapt to your needs while you are monitoring your success or even your thoughts and emotions.
- Self-Monitoring is a combination of metacognition and paying attention to outcomes. Being human is part of the process and sensing when something is not working to your plan helps you change your strategies or feeling your successes will motivate you more.
- Seek the help of your peers or Community of Practice when necessary. Successful self-regulated learners are ones with Help-Seeking tendencies to aid in their autonomous learning.
- Finally, the ultimate goal of a self-regulated learner is Self-Evaluation without the need or aid of the educator. This simple act plans out for future experiences, restarting the SRL cycle.
How can I use this for students?
Research shows students can learn SRL skills by observing others modeling the same skills (2017). Zumbrunn provides some ways we can encourage students to enhance their SRL (see Table 2): The best thing we can do is Model our own SRL. You may already be doing it, but explaining your strategies for learning during the course is an example of Direct Instruction. Be more direct in a variety of strategies to use or highlight how others use different methods. Use a mixture of Guided and Independent Practice based on the need of the student. Getting effective Feedback from their Social Support (peers and educator(s)) is highly important to self-regulated learning. Make time for Reflective Practice within the course following practical experiences. Reflection is vital to complete the SRL cycle. Finally, we need to manage cognitive load to allow for metacognition in the SRL.
Where can I learn more? If you are interested in learning more, have a look at these resources.
References
- Zimmerman, B. J. (2002). BECOMING A SELF-REGULATED LEARNER: AND OVERVIEW: An overview. Theory into practice, 41(2), 64-70.
- Unites States Soccer Federation. (2022). U.S. SOCCER EDUCATOR PROFILE GUIDEBOOK.
- Cushion, C. J., Armour, K. M., & Jones, R. L. (2003). COACH EDUCATION AND CONTINUING DEVELOPMENT: EXPERIENCE AND LEARNING TO COACH. Quest, 55(3), 215-230.
- Zumbrunn, S., Tadlock, J., & Roberts, E. D. (2011). ENCOURAGE SELF-REGULATED LEARNING IN THE CLASSROOM.
- Panadero, E. (2017). A REVIEW OF SELF-REGULATED LEARNING: SIX MODELS ANDFOUR DIRECTIONS FOR RESEARCH. Frontiers in psychology, 422.
