Self-regulated Learning in the Social Studies Classroom

Abstract

Research on self-regulated learning in the social studies curriculum is under-represented relative to other secondary disciplines such as reading and science. Yet examination of three social studies lessons reveals multiple instances of teachers implementing the phases, levels, and processes of self-regulated learning. Social studies lessons and narratives on world history, civics, and U.S. history are presented. The ensuing commentary discusses how these social studies teachers incorporate the phases, levels, and processes of self-regulated learning into their instruction. Recommendations are made for further research on self-regulated learning in social studies and on ways to enhance self-regulation in the social studies classroom.