Self‐Regulation and Learning

Abstract Schunk and Zimmerman review how self‐regulated learning processes are a result of self‐generated thoughts and behaviors oriented toward the attainment of personal learning goals. Five major theoretical perspectives on self‐regulated learning are reviewed, including operant theory, information processing theory, developmental theory, social constructivist theory, and social cognitive theory. Theory and research are presented that point to the strong relations between self‐regulation and achievement processes. Specific intervention strategies designed to enhance students' self‐regulation are presented. Future research to link self‐regulation and volition, to focus on the development of self‐regulation in children and its life span progression is discussed.