Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2021 = 7.380, www.srjis.com PEER REVIEWED & REFEREED JOURNAL, MAR-APR 2023, VOL- 10/76
MODELS OF SELF-REGULATED LEARNING: A REVIEW OF LITERATURE Manoj Kumar1 & Prof. S. P. Mishra2 1
Research Scholar, Regional Institute of Education (NCERT) Bhubaneswar
2
Professor in Education, Regional Institute of Education (NCERT)
Paper Received On: 21 APRIL 2023 Peer Reviewed On: 30 APRIL 2023 Published On: 01 MAY 2023
Abstract Self-regulated learning (SRL) includes the cognitive, metacognitive and motivational aspect of learning. SRL has become one of the most important area of research within the educational psychology. In this paper, Model of SRL are analyzed and compared. The review reaches main conclusion that is the students can be taught with self-regulated learning model to be more strategic and successful. There are differential effects of SRL model in light of differences in student’s developmental stage. Keyword: SRL, Cognitive, Meta-cognitive, Motivation. Scholarly Research Journal's is licensed Based on a work at www.srjis.com
Background of Self-Regulated Learning Self-regulated learning (SRL) includes the cognitive, metacognitive, behavioral, motivational, and emotional/affective aspects of learning. It is also seen that a number of variables e.g., self-efficacy, volition, cognitive strategies that influence self-regulated learning. For that reason, now a days SRL has become one of the most important areas of research within educational psychology. The concept of self-regulated learning emerged from Albert Bandura’s seminal theory of self-efficacy which was later incorporated into social cognition theory in 1980s. While studying children, Bandura (1977, 1997) found that their beliefs about their self-efficacy and how they could self-regulate their thoughts and behavior. Self-regulated learning refers to our ability to understand and control our learning ability. A person with greater self-regulation were able to learn more, which in turn enhanced their sense of self-efficacy. Bandura (1986) recommended specifically that teachers focus on these three practices to foster students’ selfefficacy and learning: first, their self-observation and self-monitoring of their performance; second, their self-evaluation of their performance against their personal standards and values, referential performances (models), and the determinants of performance; and third, their Copyright © 2023, Scholarly Research Journal for Interdisciplinary Studies