Kate Martinek

How Self- Regulated Learning can help underachievers succeed in school

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What is Self-Regulated Learning?

Self-regulated learning (SRL) involves

being metacognitively, motivationally,

and strategically engaged in learning

(Zimmerman, 1990 in Perry,

Hutchinson & Thauberger, 2007). In

simpler terms, students who are strong

self-regulators are able to:

• Set effective goals,

• Strategically achieve those goals

and

• Monitor their progress (Risemberg

& Zimmerman, 1992)

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As well, they see the importance of

interpreting tasks given to them by

teachers (Butler & Schnellert, 2013).

Why is Self-Regulated Learning

Important?

Self-regulated learning actively involves

students in the learning process and

places them in a position to have

greater control over their own learning

(Kramarski, Desoete, Bannert, Narciss

& Perry, 2013). Learners who are

strong self-regulators are likely to

achieve at higher levels (Risemberg &

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Zimmerman, 1992; Kramarski,

Desoete, Bannert, Narciss, & Perry,

2013). Additionally, self-regulation is

not just important for school. It is a life

long skill that generally translates into

greater personal success long after

school (Butler & Schnellert, 2013).

Self-regulated learning moves in a cycle

(see Figure 1), so once the skills are

taught and internalized, a student

continues to enhance their self-

regulation automatically.

Key Terms Stated Simply:

Self-Regulated Learning: How learners become masters of their learning.

Metacognition: Knowing about your knowing.

Self-efficacy: One’s belief in their ability to achieve a goal.

Self- Regulated Learning

2 Lorem Ipsum

Goal Setting

Goal setting is an important cornerstone of SRL. A skilled self-regulated learner enters a learning activity with a goal in mind and use specific strategies to achieve that goal, they reflect upon their progress as they go and they are able to change strategies if needed (Schunk, 1990). For example, a highly self-regulated learner working on a math would maybe set out with the goal of solving a math word problem and decide to use algebra as a strategy. If the students then runs into challenges as they go, they might want to reassess the strategies they are using and try using manipulatives or diagrams to support their learning. When the student is successful they build self-efficacy, which in turn promotes further goal setting and self-regulated learning strategy use (see Figure 2). Of additional importance is the finding that self-set goals have the potential to lead to greater self-efficacy and performance (Schunk, 1990), when students are involved in the process of goal setting, stronger results are seen.

Figure 2. Social cognitive process involved in self-regulated learning (Schunk, 1990)

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Who are our Underachievers?

Gifted learners are often faced with

the expectation that since they are

gifted they should not be struggling in

school. However, gifted students are

susceptible to the same learning

challenges as anyone else, in addition

to challenges uniquely common to the

gifted population of learners such as

perfectionism. First and foremost, it is

important for educators to consider

each learner as an individual rather

than an assumed set of traits. Gifted

learners may have dual exceptionalities

(learning disability, ADHD, ASD,

etc.), and challenges with motivation

and socio-emotional adjustment

(Wellisch & Brown, 2012) just as any

other student may. Interestingly, in a

study by McCoach and Siegle (2003) it

was found that the greatest areas of

difference between gifted achievers

and underachievers were found in the

areas of goal valuation and motivation

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and self-regulation, suggesting further

development of these areas would be

of benefit.

Self-Regulated Learning for All

Learners

Self-regulated learning is not just for

gifted students. It allows for all

students to learn at their ability level

and pace (Stoeger & Ziegler, 2010). A

typical classroom will have a wide

range of learners including, but not

limited to, students with learning

exceptionalities or behavioural

challenges. SRL-supportive

environments have been shown to

support all learners in working

strategically to support their own

learning (Butler & Schnellert, 2013).

SRL has been shown to have a positive

effect on motivation and achievement

in students with diverse abilities in

‘typical’ classrooms (Stoeger &

Ziegler, 2010)

Figure 1. Cycle of self-regulated learning (Zimmerman, Bonner, & Kovach, 1996)

Self- Evaluating and Monitoring

Goal Setting and Strategig

Planning

Strategy implementation and Monitoring

Strategic Outcome

Monitoring

Self-Regulation: •  Self-observation •  Self-judgement •  Self-reaction

Goal Setting Self-Efficacy

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Things to Try…

• Goal setting

• Student Reflection

journals, what

worked? What didn’t?

• Incorporate Choice

into assignments. How

something is

presented, what topic,

etc.

• Focus on Student

Strengths to build self-

efficacy

• Create ‘strategy lists’

for students to refer to

in different subject

areas

Improving Self-Efficacy

Self-efficacy is one’s belief in their ability

to achieve a goal or accomplish a task.

As seen in Figure 2, Self-efficacy is an

integral part of the SRL cycle but

unfortunately many students struggling

in school have low self-efficacy (Butler &

Schnellert, 2013). Students who have

low self-efficacy for learning may avoid

tasks whereas those with high self-

efficacy are more likely to participate”

(Schunk, 1990). Additionally, one’s self-

efficacy is linked to achievement

motivation and these self-beliefs are

shaped by an individual learners

interaction with their learning

environment (Yun Dai, Moon, &

Feldhusen, 1998). Since self-efficacy is

part of the SRL cycle it is hard to know

which comes first. By providing a

positive and supportive, strength based

learning environment teachers can set

the foundation for strong self-efficacy in

a classroom, which will work to further

support SRL. As students succeed at

what they do they will further develop

their self-efficacy.

The Role of the Teacher

While students may be the central

focus of self-regulated learning, the

role of the teacher is crucial to

fostering the self-regulated skill

development many students are

lacking. It has been shown that gifted

students can be taught to better

regulate their learning (Risemberg &

Zimmerman, 1992) and that SRL is

particularly effective when teachers

themselves are engaged in developing

their own SRL (Perry, Hutchinson,

Thauberger, 2007). A focus group

discussion led by Siegle, Rubenstein &

Mitchell (2014) found that university

honors freshmen “most often

attributed their interest and

motivation in high school to their

interactions with their teachers” which

speaks volumes to the positive effect a

teacher can have on their students.

With new practices and theories being

continually developed it can be

challenging for teachers to feel self-

efficacious themselves, luckily, self-

regulated learning is based upon

‘common sense practices’ that many

teachers are already using in their

classes. Teachers can help promote

SRL in their classes by continuing to

encourage autonomy, differentiating

assignments, fostering students

metacognitive development and

creating a supportive classroom

environment based on different

Individual strengths (Butler &

Schnellert, 2013). Also, simple

additions to classroom routines such as

allowing students choice, flexibility

and control of their learning (Willard-

Holt, Weber, Morrison & Horgan,

2013) through self-regulated strategies

such as goal setting and reflection can

lead to greater self-efficacy and in

turn, increased self-regulated learning.

References

Butler, D.L., Schnellert, L. (2013). Success for student with learning disabilities: What does self-regulation

have to do with it?

Kramarski, B., Desoete, A., Bannert, M., Narciss, S., & Perry, N. (2013). New perspectives on integrating

self-regulated learning at school. Education Research International, 1-4. doi:10.1155/2013/498214

McCoach, D. B., & Siegle, D. (2003). Factors that differentiate underachieving gifted students from high-

achieving gifted students. Gifted Child Quarterly, 47(2), 144-154. doi: 10.1177/001698620304700205

Schunk, D. H. (1990). Goal setting and self-efficacy during self-regulated learning. Educational

Psychologist, 25(1), 71-86. doi:10.1207/s15326985ep2501_6

Perry, N. E., Hutchinson, L., & Thauberger, C. (2008). Talking about teaching self-regulated learning:

Scaffolding teachers’ development and use of practices that promote self-regulated

learning. International Journal of Educational Research, 47, 97-108.

Risemberg, R. & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Review, 15,

98-101. doi: 10.1080/02783199209553476

Siegle, D., Rubenstein, L.D., & Mitchell, M.S. (2014). Honors students' perceptions of their high school

experiences: The influence of teachers on student motivation. Gifted Child Quarterly, 58(1), 35-50.

doi: 10.1177/0016986213513496

Stoeger, H., & Ziegler, A. (2010). Do pupils with differing cognitive abilities benefit similarly from a self-

regulated learning training program? Gifted Education International, 26, 110-123. doi:

10.1177/026142941002600113

Wellisch, M., & Brown, J. (2012). An Integrated Identification and Intervention Model for Intellectually

Gifted Children. Journal Of Advanced Academics, 23(2), 145-167. doi:10.1177/1932202X12438877

Willard-Holt, C., Weber, J., Morrison, K. L., & Horgan, J. (2013). Twice-exceptional learners' perspectives

on effective learning strategies. Gifted Child Quarterly, 57(4), 247-262. doi:

10.1177/0016986213501076

Yun Dai, D., Moon, S. M., & Feldhusen, J. F. (1998). Achievement motivation and gifted students: A social

cognitive perspective, Educational Psychologist, 33(2-3), 45-63. DOI:

10.1080/00461520.1998.9653290

Zimmerman, B. J., Bonner, S., & Kovach, R. (1996). Developing self-regulated learners: Beyond

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