Table 1 A theoretical framework and description of phases, areas, and strategies in self-regulated learning
Phase | Area | Strategy | Description |
|---|---|---|---|
Forethought | Cognition | Activation of prior content knowledge | Activating knowledge in a planful way through prompting and self-questioning (Schunk, 2005) |
Metacognition | Setting goals and planning | Setting goals and planning for how to reach them (Zimmerman & Pons, 1986) | |
Motivation | Task value and interest activation | Activating students’ perceived worth with regard to a particular task (Wigfield et al., 2011; Zimmerman & Schunk, 2011) | |
Performance | Cognition | Selection and adaptation of cognitive strategies | Selection and adaptation of cognitive strategies for learning and thinking (Pintrich & De Groot, 1990) |
Metacognition | Metacognitive monitoring | Assessment of one's learning or strategy use (Zimmerman & Schunk, 2011) | |
Motivation | Selection strategies for managing motivation and affect | Selection and adaptation of strategies for managing motivation and affect such as interest enhancement or self-consequences (Zimmerman & Schunk, 2011) | |
Behavior | Help-seeking behavior | Efforts to solicit help from peers, teachers, and other adults (Zimmerman & Pons, 1986) | |
Reflection | Cognition | Reviewing | Efforts to reread notes, tests, or textbooks to prepare for further tests (Zimmerman, 1989) |
Metacognition | Self-evaluation | Analysis of performance and strategy effectiveness after a learning episode (Schraw & Dennison, 1994) | |
Motivation | Self-satisfaction | Reactions to that performance (fulfillment of goals) (Hu & Driscoll, 2013) |