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Theory Into Practice Volume 41, 2002 - Issue 2: Becoming a Self-Regulated Learner
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Original Articles

Becoming a Self-Regulated Learner: An Overview

Barry J. Zimmerman
Pages 64-70 | Published online: 24 Jun 2010

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Heidi Hyytinen, Kari Nissinen, Katri Kleemola, Jani Ursin & Auli Toom. (2024) How do self-regulation and effort in test-taking contribute to undergraduate students’ critical thinking performance?. Studies in Higher Education 49:1, pages 192-205.
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Jingliang Ran, Huiyue Liu, Yue Yuan, Xuan Yu & Tiantian Dong. (2023) Linking Career Exploration, Self-Reflection, Career Calling, Career Adaptability and Subjective Well-Being: A Self-Regulation Theory Perspective. Psychology Research and Behavior Management 16, pages 2805-2817.
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Check-Yee Law, John Grundy, Karola V. Baggo, Andrew Cain & Rajesh Vasa. (2023) Case study of designing and evaluating an independent open learner model tool. Higher Education Pedagogies 8:1.
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Tay Hui Yong & Nithiyah Sokumaran. (2023) Exploring self-regulated learning through differentiated feedback. Cogent Education 10:1.
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Zhihong Xu, Yingying Zhao, Bingsheng Zhang, Jeffrey Liew & Ashlynn Kogut. (2023) A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour & Information Technology 42:16, pages 2911-2931.
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Svetlana Zubanova, Elvira Didenko & Irina Karabulatova. (2023) Location-based mobile learning system facilitating English learning. Interactive Learning Environments 31:8, pages 4818-4834.
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Juan Fraile, María Gil-Izquierdo & Eva Medina-Moral. (2023) The impact of rubrics and scripts on self-regulation, self-efficacy and performance in collaborative problem-solving tasks. Assessment & Evaluation in Higher Education 48:8, pages 1223-1239.
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Álvaro I. Langer, Esteban Solano, Leonardo D. Bacigalupe, Betsabe Soto, Angie Asenjo, Ariel Cifuentes, Ibeth Navarrete, Rodrigo C. Vergara & Christoph Steinebach. (2023) Forest bathing diminishes anxiety in undergraduate students: a pilot study in the Valdivian temperate rainforest. Journal of Forest Research 28:6, pages 463-467.
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Wenxiao Zhang & Yanqing Li. (2023) Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective. Oxford Review of Education 49:6, pages 781-799.
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Feng Lin, Lyndon Lim, Yan Yin Ho, Bao Zhen Tan & Wei Ying Lim. (2023) Validating and applying an adapted OSLQ to examine adult learners’ online self-regulation. Higher Education Research & Development 42:7, pages 1684-1699.
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Asghar Soltani, Ali Bahador & Keramat Esmi. (2023) Exploring the structural relationships between high school students’ perceptions of science learning environment, their motivation and self-regulation: evidence from Iran. Research in Science & Technological Education 41:4, pages 1267-1286.
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Zhi Hong Wan, John Chi-Kin Lee, Zi Yan & Po Yuk Ko. (2023) Self-regulatory school climate, group regulation and individual regulatory ability: towards a model integrating three domains of self-regulated learning. Educational Studies 49:5, pages 783-798.
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Jaeyun Han, Daniela K. DiGiacomo & Ellen L. Usher. (2023) College students’ self-regulation in asynchronous online courses during COVID-19. Studies in Higher Education 48:9, pages 1440-1454.
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Rob Wass, Tracy Rogers, Kim Brown, Kelby Smith-Han, Jacqueline Tagg, David Berg & Steve Gallagher. (2023) Pedagogical training for developing students’ metacognition: implications for educators. International Journal for Academic Development 0:0, pages 1-14.
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Meechai Wongdaeng & Steve Higgins. (2023) Effectiveness of metacognitive interventions in tertiary EFL contexts: evidence from a systematic review and meta-analysis. Innovation in Language Learning and Teaching 17:4, pages 795-811.
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Susan E. Ruppel, Kenneth J. Barideaux$suffix/text()$suffix/text() & Justin Travis. (2023) Are Students Self-Regulating Their Device Usage? The Effects of Off-Task Device Usage in a Classroom Setting. College Teaching 0:0, pages 1-7.
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Qianqian Wang, Minjie Ma, Yang Shi, Miao Li & Tingzhao Wang. (2023) Modeling the relationships among home literacy environment, reading interest, self-regulation, and reading ability of children with intellectual disabilities in China. International Journal of Developmental Disabilities 0:0, pages 1-10.
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Ernesto Panadero. (2023) Toward a paradigm shift in feedback research: Five further steps influenced by self-regulated learning theory. Educational Psychologist 58:3, pages 193-204.
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Gavin T. L. Brown & Anran Zhao. (2023) In defence of psychometric measurement: a systematic review of contemporary self-report feedback inventories. Educational Psychologist 58:3, pages 178-192.
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Irene Velten Rothmund. (2023) Student-centred learning and dance technique: BA students’ experiences of learning in contemporary dance. Research in Dance Education 0:0, pages 1-20.
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Stephen Gauthier, Heather Braund, Nancy Dalgarno & David Taylor. (2023) Assessment-Seeking Strategies: Navigating the Decision to Initiate Workplace-Based Assessment. Teaching and Learning in Medicine 0:0, pages 1-10.
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Tom Dobson. (2023) Competency and affective skill outcomes for 11–19-year-olds through progressive and reconstructionist pedagogies: a systematic review. Educational Review 0:0, pages 1-22.
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Marissa M. Zhu, Kimberly M. Alberts, William N. Bork & David Wong. (2023) Self-regulated learning and intercultural competence: examining the role of self-regulation in supporting preservice teachers’ intercultural learning outcomes. Intercultural Education 0:0, pages 1-22.
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Jia-Hua Zhao, Patcharin Panjaburee, Gwo-Jen Hwang & Wararat Wongkia. (2023) Effects of a self-regulated-based gamified virtual reality system on students’ English learning performance and affection. Interactive Learning Environments 0:0, pages 1-28.
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Amy Greenberg, Doreen M. Olvet, Judith Brenner, Binbin Zheng, Amber Chess, Elisabeth F. M. Schlegel & Samara B. Ginzburg. (2023) Strategies to support self-regulated learning in integrated, student-centered curricula. Medical Teacher 0:0, pages 1-8.
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Jackie Hammill, Thinh Nguyen & Fiona Henderson. (2023) The impact of mindfulness interventions in higher education to enhance engagement. Journal of Further and Higher Education 47:5, pages 619-632.
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Peijian Paul Sun, Rui Yuan & Vincent Greenier. (2023) Understanding professional commitment change of novice CFL university teachers: an integrated perspective. Journal of Education for Teaching 49:3, pages 416-430.
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Wei-Long Wu, Yen Hsu, Qi-Fan Yang, Jiang-Jie Chen & Morris Siu-Yung Jong. (2023) Effects of the self-regulated strategy within the context of spherical video-based virtual reality on students’ learning performances in an art history class. Interactive Learning Environments 31:4, pages 2244-2267.
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Jennifer Smith, Margaret Kettle & Jennifer Alford. (2023) Scaffolding homework for foreign language and self-regulated learning: lessons from an Australian primary school. Education 3-13 51:4, pages 620-635.
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Jian-Wei Lin, Hsieh-Hong Huang & Hong-Ren Chen. (2023) Team-based learning with group awareness: impact on students with different self-regulated learning levels. Interactive Learning Environments 0:0, pages 1-11.
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Kate M. Xu, Anna Rita Cunha-Harvey, Ronnel B. King, Bjorn B. de Koning, Fred Paas, Martine Baars, Jingjing Zhang & Renate de Groot. (2023) A cross-cultural investigation on perseverance, self-regulated learning, motivation, and achievement. Compare: A Journal of Comparative and International Education 53:3, pages 361-379.
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Yeo-eun Kim, Shirley L. Yu, Christopher A. Wolters & Eric M. Anderman. (2023) Self-regulatory processes within and between diverse goals: The multiple goals regulation framework. Educational Psychologist 58:2, pages 70-91.
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Kim-Daniel Vattøy & Siv M. Gamlem. (2023) Students’ experiences of peer feedback practices as related to awareness raising of learning goals, self-monitoring, self-efficacy, anxiety, and enjoyment in teaching EFL and mathematics. Scandinavian Journal of Educational Research 0:0, pages 1-15.
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Lise Vikan Sandvik, Bodil Svendsen, Alex Strømme, Kari Smith, Oda Aasmundstad Sommervold & Stine Aarønes Angvik. (2023) Assessment during COVID-19: Students and Teachers in Limbo When the Classroom Disappeared. Educational Assessment 28:1, pages 11-26.
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Yanxia Yang & Xiangling Wang. (2023) Predicting student translators’ performance in machine translation post-editing: interplay of self-regulation, critical thinking, and motivation. Interactive Learning Environments 31:1, pages 340-354.
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Anne Voskamp, Els Kuiper & Monique Volman. (2022) Teaching practices for self-directed and self-regulated learning: case studies in Dutch innovative secondary schools. Educational Studies 48:6, pages 772-789.
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Gemma Tur, Linda Castañeda, Ricardo Torres-Kompen & Jeffrey P. Carpenter. (2022) A literature review on self-regulated learning and personal learning environments: features of a close relationship. Interactive Learning Environments 0:0, pages 1-20.
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Shek Kam Tse, Lin Lin & Rex Hung Wai Ng. (2022) Self-Regulated learning strategies and reading comprehension among bilingual primary school students in Hong Kong. International Journal of Bilingual Education and Bilingualism 25:9, pages 3258-3273.
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Lina Guo. (2022) Teachers’ mediation in students’ development of cognition and metacognition. Asia-Pacific Journal of Teacher Education 50:5, pages 458-473.
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Jiahui Du & Khe Foon Timothy Hew. (2022) Using recommender systems to promote self-regulated learning in online education settings: current knowledge gaps and suggestions for future research. Journal of Research on Technology in Education 54:4, pages 557-580.
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Deborah L. Conway, Deborah A. Chang & Jeffrey L. Jackson. (2022) I don’t think that means what you think it means: Why precision in lifelong learning terminology matters to medical education. Medical Teacher 44:7, pages 702-706.
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Jieun Lee. (2022) Unveiling the relationships among adolescents’ persistent academic possible selves, academic self-concept, self-regulation, and achievement: A Longitudinal and Moderated Mediation Study. Self and Identity 21:4, pages 474-498.
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Ronen Kasperski & Vered Vaknin-Nusbaum. (2022) Reading Self-Concept and Reading Comprehension: The Possible Effect of the Transition from Transparent to Deep Orthography. Reading Psychology 43:3-4, pages 232-249.
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Cristina Villalonga-Gómez & Marçal Mora-Cantallops. (2022) Profiling distance learners in TEL environments: a hierarchical cluster analysis. Behaviour & Information Technology 41:7, pages 1439-1452.
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Jian-Wen Fang, Li-Yuan He, Gwo-Jen Hwang, Xiu-Wei Zhu, Chu-Nu Bian & Qing-Ke Fu. (2022) A concept mapping-based self-regulated learning approach to promoting students’ learning achievement and self-regulation in STEM activities. Interactive Learning Environments 0:0, pages 1-23.
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Bünyamin Bavlı. (2022) Learning from online learning journals (OLJs): experiences of postgraduate students. Interactive Learning Environments 0:0, pages 1-13.
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Stephanie L. Moore & Philip J. Piety. (2022) Online learning ecosystems: comprehensive planning and support for distance learners. Distance Education 43:2, pages 179-203.
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Muhsin Menekse, Saira Anwar & Zeynep Gonca Akdemir. (2022) How Do Different Reflection Prompts Affect Engineering Students’ Academic Performance and Engagement?. The Journal of Experimental Education 90:2, pages 261-279.
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Amanda S. Case. (2022) The Role of Teachable Ownership of Learning Components in College Adjustment. Journal of Student Affairs Research and Practice 59:2, pages 180-195.
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Siswa A. N. van Riesen, Hannie Gijlers, Anjo A. Anjewierden & Ton de Jong. (2022) The influence of prior knowledge on the effectiveness of guided experiment design. Interactive Learning Environments 30:1, pages 17-33.
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Gary W. Wright & Soonhye Park. (2022) The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review. Studies in Science Education 58:1, pages 95-136.
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Valérie Thomas, Jeltsen Peeters, Free De Backer & Koen Lombaerts. (2022) Determinants of self-regulated learning practices in elementary education: a multilevel approach. Educational Studies 48:1, pages 126-148.
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Tzu-Ning Wang, Yu-Cin Jian, Chao-Jung Wu & Ping Li. (2022) Science reading and self-regulated learning: Evidence from eye movements of middle-school readers. The Journal of Educational Research 115:1, pages 11-24.
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Gustavo García Botero, Margarita Alexandra Botero Restrepo, Chang Zhu & Frederik Questier. (2021) Complementing in-class language learning with voluntary out-of-class MALL. Does training in self-regulation and scaffolding make a difference?. Computer Assisted Language Learning 34:8, pages 1013-1039.
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Divya Varier, Sharon Zumbrunn, Sarah Conklin, Sarah Marrs, J. K. Stringer & Jennifer Furman. (2021) Getting stuck in writing: exploring elementary students’ writing self-regulation strategies. Educational Studies 47:6, pages 680-699.
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Richard Arum, Jacquelynne S. Eccles, Jutta Heckhausen, Gabe Avakian Orona, Luise von Keyserlingk, Christopher M. Wegemer, Charles E. (Ted) Wright & Katsumi Yamaguchi-Pedroza. (2021) A Framework for Measuring Undergraduate Learning and Growth. Change: The Magazine of Higher Learning 53:6, pages 51-59.
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Haesol Bae & Kyungbin Kwon. (2021) Developing metacognitive skills through class activities: what makes students use metacognitive skills?. Educational Studies 47:4, pages 456-471.
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Marika Koivuniemi, Hanna Järvenoja, Sanna Järvelä & Valérie Thomas. (2021) An overview of instruments for assessing and supporting elementary school students’ self-regulated learning. Learning: Research and Practice 7:2, pages 109-146.
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Donggil Song & Dongho Kim. (2021) Effects of self-regulation scaffolding on online participation and learning outcomes. Journal of Research on Technology in Education 53:3, pages 249-263.
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Min Young Doo, Curtis J. Bonk, Chang Ho Shin & Beo-Dle Woo. (2021) Structural relationships among self-regulation, transactional distance, and learning engagement in a large university class using flipped learning. Asia Pacific Journal of Education 41:3, pages 609-625.
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Kim-Daniel Vattøy & Siv M. Gamlem. (2020) Teacher–student interactions and feedback in English as a foreign language classrooms. Cambridge Journal of Education 50:3, pages 371-389.
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Mehmet Sercan Uztosun. (2020) The development of a scale for measuring the self-regulated motivation for improving speaking English as a foreign language. The Language Learning Journal 48:2, pages 213-225.
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Muhsin Menekse. (2020) The Reflection-Informed Learning and Instruction to Improve Students’ Academic Success in Undergraduate Classrooms. The Journal of Experimental Education 88:2, pages 183-199.
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