Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich

Abstract

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) emphasizing the role of motivation in self-regulation; (c) conducting research linking learning, motivation, and self-regulation; (d) exploring the development of and interventions to enhance self-regulatory processes; (e) investigating how the complexities of classrooms and schools affect self-regulation; and (f) helping to develop the MSLQ to assess self-regulated learning, cognition, and motivation. Paul's writings provide ideas for future research on self-regulated learning. Paul Pintrich left a rich legacy through his theoretical elaboration, exemplary research, dissemination and advocacy, and personal and professional friendships.