Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students

In the past decade self-regulated learning (SRL) has been studied extensively. It has been defined as a complex interactive process involving not only cognitive self-regulation but also motivational self-regulation. An increasing body of knowledge attests that cognitive self-regulation can be taught and that students who use these self-regulatory skills obtain better grades in the content domain to which these skills apply. However, students who self-regulate on one occasion may not self-regulate their studying on another occasion, despite the acknowledged benefits. It is argued that self-regulated learning can be domain-specific or domain-transcending, and that competent performers in a specific domain rely on different types of prior knowledge related to that domain. In this paper a conceptual review on self-regulated learning is offered on. Four major points will be addressed. First, six types of prior knowledge will be described. Second, it is documented that SRL can be a complex, demanding and deliberate activity, but also a simple, habitual and automatic activity. Third, it will be argued that we have covered some ground demonstrating that cognitive self-regulation can be taught. Fourth, motivational self-regulation will be addressed in an attempt to clarify its position in the six component model of self-regulated learning. Finally, our intervention program will be briefly described in an attempt to demonstrate how the various design recommendations given in the previous sections can be put to the test.