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The key to success: How does self-regulated learning shape students' academic achievement?
Self-Regulated Learning (SRL) is not only an important field in educational psychology, but also closely related to academic success. Simply put, self-regulated learning refers to the learning process guided by metacognition, strategic actions and learning motivation. This learning method not only benefits students' academic achievement, but also focuses on helping students understand their strengths and weaknesses and use appropriate strategies to cope with academic challenges.
A self-regulated learner is able to "monitor, direct, and adjust his or her actions to achieve the goals of information acquisition, expertise expansion, and self-improvement."
Self-regulated learners typically hold a growth-oriented view of intelligence, believing that their efforts and strategies can influence outcomes, rather than a fixed view of talent. These learners not only take on challenges but also strive to gain a deep understanding of subject matter, ultimately promoting academic success. Improving self-regulation skills also helps build a strong sense of self-efficacy, thereby better facing academic challenges.
The Importance of Self-Regulated LearningAs the educational landscape shifts, self-regulation plays an increasingly important role in student success, especially in choice-based learning environments such as online courses. Research shows that first-generation college students are significantly less capable of self-regulating their learning than second-generation college students, and this phenomenon is more evident in different learning environments.
First-generation students reported significantly lower self-regulation than their second-generation peers, which was related to their comfort level with computers.
These differences may stem from the challenges first-generation college students face in the transition from high school to college, where students must learn how to study independently. But currently, there is little teaching of learning strategies in colleges and universities, and many students therefore find it difficult to master new strategies. In this context, group discussions and peer support become important ways for students to share learning strategies.
Three stages of self-regulated learning
According to Winne and Hadwin's theory, self-regulated learning can be described in four flexible stages: task perception, goal setting and planning, execution, and adaptation. In the task perception stage, students collect task-related information and adjust their task cognition based on their understanding. Next, they set specific goals and plan the steps to complete the task, then act according to the plan, and finally evaluate their performance in the adaptation phase and adjust their learning strategies as needed.
The success of the self-regulation process relies on students' understanding of the task and their adaptive responses throughout the learning process.
Social cognition and self-regulated learning
From a social cognitive perspective, self-regulation takes into account the interaction between an individual's beliefs and the environment. Effective self-regulated learning requires students to actively monitor their own learning progress and performance, and adjust strategies at any time to achieve the best learning results. This process not only tests students' self-reflection ability, but also emphasizes the importance of establishing good study habits under the guidance of teachers.
Application of self-regulated learning strategies
In educational practice, with the promotion of self-regulated learning theory, many teachers have begun to apply such strategies in the classroom. For example, in reading instruction, teachers can enhance students’ self-regulation abilities through interactive instruction, open-ended tasks, and project-based learning. In addition, self-assessment activities such as self-testing and peer teaching also provide students with room for self-adjustment, which is essential for their academic success.
The effective application of learning strategies is not only about the acquisition of knowledge, but also about students' deep understanding of the learning process.
If students can actively use diagnostic and self-assessment tools during the learning process, they will be more likely to achieve academic breakthroughs. This self-regulated learning approach encourages students to continuously explore, question and analyze, ultimately developing comprehensive learning abilities.
As self-regulated learning becomes more prevalent, many educators are emphasizing providing support for different learning styles to promote students' academic achievement. However, is this support enough? In this changing educational environment, how can students effectively apply self-regulated learning to promote their personal growth and academic achievement?
