The fundamentals for self-regulated learning: a framework to guide analysis and reflection

Article

Peel, Karen. 2019. "The fundamentals for self-regulated learning: a framework to guide analysis and reflection." Educational Practice and Theory. 41 (1), pp. 23-49. https://doi.org/10.7459/ept/41.1.03
Article Title

The fundamentals for self-regulated learning: a framework to guide analysis and reflection

ERA Journal ID20749
Article CategoryArticle
Authors
AuthorPeel, Karen
Journal TitleEducational Practice and Theory
Journal Citation41 (1), pp. 23-49
Number of Pages27
Year2019
Place of PublicationAustralia
ISSN1323-577X
2201-0599
Digital Object Identifier (DOI)https://doi.org/10.7459/ept/41.1.03
Web Address (URL)https://www.ingentaconnect.com/content/jnp/ept/2019/00000041/00000001/art00003
Abstract

This paper presents a framework for self-regulated learning (SRL) that is based on the conceptualisation of prominent constructs in the literature. To explore opportunities that promote SRL in educational contexts, it is necessary to frame conceptually the influences that empower individuals to think and feel as active participants in their learning processes. The SRL fundamentals clarify how learners construct and rationalise goals, and accept responsibility for monitoring cognition, motivation and behaviour to realise their capabilities. The framework invites future research and reflection by providing: a conceptual lens for data analysis; and an innovative representation for educators to reflect on practices.

Keywordseducator; learners and learning; motivation; self-regulated learning; self-regulation
ANZSRC Field of Research 2020390102. Curriculum and pedagogy theory and development
Public Notes

© 2019 James Nicholas Publishers.

Byline AffiliationsSchool of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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