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Education Research International
Volume 2012 (2012), Article ID 423284, 15 pages
http://dx.doi.org/10.1155/2012/423284
Review Article

Self-Regulated Learning in the Classroom: A Literature Review on the Teacher’s Role

Department of Education, Gustavus Adolphus College, Mattson Hall, 800 West College Avenue, Saint Peter, MN 56082, USA

Received 18 March 2012; Revised 23 May 2012; Accepted 23 May 2012

Academic Editor: Bracha Kramarski

Copyright © 2012 Daniel C. Moos and Alyssa Ringdal. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Empirical research has supported the long held assumption that individual differences exist in how students learn. Recent methodological advancements have allowed educational research to examine not only what students learn, but also how they learn. Research has found that active involvement in learning, including setting meaningful goals, selecting appropriate and task-specific strategies, monitoring motivational levels, and adapting based on feedback are all positively related to learning outcomes. How can teachers support students’ development and use of these learning processes? The goal of this paper is to examine research that has used the Self-Regulated Learning (SRL) theory to consider this broad question. Methodological advancements recently used in this field of research, various SRL theoretical frameworks guiding this research, and studies that empirically examined self-regulation with both preservice and inservice teachers are discussed. The paper concludes with the theoretical, methodological, and practical implications of the reviewed studies.