Self-regulation is the ability to regulate one’s cognition, behavior, actions, and motivation strategically and autonomously in order to achieve self-set goals including the learning of academic skills and knowledge. Accordingly, self-regulated learning involves self-generated and systematic thoughts and behaviors with the aim of attaining learning goals. With that in mind, this study aimed to ...

Teaching students self-regulatory skills in addition to classical subject-matter knowledge is currently viewed as one of the major goals of education. At the same time, self-regulated learning (SRL) is a vital prerequisite for the successful acquisition of knowledge in school and beyond, and is thus of particular importance with respect to lifelong learning. In view of the difficulties in predi...

Abstract Despite the increasing use of self-regulated learning process in smart environment, understanding concepts from a theoretical perspective and empirical evidence are limited. This study used systematic review to explore models, design tools, support approaches, research on environment. revealed that there is an body literature 2012 2020. The analysis shows critical factor influencing en...

Purpose: The rise of digital learning and the prevalence affordable devices are convenient for young adults who accustomed to using their almost everything such as communication, collaboration, accessing multiple sources information solutions. However, lack ability self-regulate processes has led poor performance among undergraduates. Therefore, this study examined effects self-regulated strate...

Paul R. Pintrich was a leading figure in the field of self-regulated learning. This article discusses some of Paul’s major contributions: (a) formulating a conceptual framework for studying self-regulated learning comprising phases (forethought, planning, activation; monitoring; control; reaction, reflection) and areas for self-regulation (cognition, motivation, behavior, context); (b) emphasiz...

Individuals who are self-regulated in their learning appear to achieve more positive academic outcomes than individuals who do not exhibit self-regulated learning behaviors. We suggest that distinct profiles of self-regulated learning behaviors exist across learners. In turn, these profiles appear to be associated with significantly different academic outcomes. The purpose of the current study ...