Becoming a self-regulated learner: Which are the key subprocesses?

Abstract

The basic form and purpose of theories of self-regulated learning are described, and the contribution to this general formulation of each article in this special issue of Contemporary Educational Psychology is discussed. The articles focus on different subprocesses in academic self-regulation such as those involved in the self-system, metacognitive functioning, self-verbalization, instructional context management, and socialization of children. Basic research and theory on each process is considered, and a field study indicating a strong relationship between student use of self-regulated learning strategies and their academic achievement is briefly described. It is concluded that self-regulated learning theories have much potential for guiding research on student study patterns and for assisting students to become more self-reliant and effective as learners.