The Self-Regulated Learning (SRL) approach
Self-regulated learning (SRL) considers that all learners are active participants in the learning process. Whenever a learner is faced with a learning task, they will actively integrate the 'will' and 'skill' components that are required for effective learning.
The 'will' is the essential motivational component and includes attribution and self-efficacy beliefs. The main attribution beliefs about success and failure are related to the learner's perceived control over their academic performance. High performing learners tend to attribute academic success to factors that the learner can control (such as the study skills that were used), whereas low performing learners may attribute their lack of success to factors over which they perceive they have no control (such as the examination was too hard). The main self-efficacy beliefs are associated with personal confidence regarding the success of a learner's approach to learning. High performing learners take measures to ensure success, such as making the topic interesting and relevant to a learner's personal needs.
The 'skill' component relates to the various strategies or techniques that are used to complete the learning task successfully, such as time management and/or note taking skills. High performing learners choose strategies that will help them to achieve their intended goals despite poor concentration or stress. These strategies include taking frequent notes and regular checking of their own performance.
| The continuous and dynamic adjustment of both the 'will' and the 'skill' to ensure that the learning task is achieved effectively requires meta-cognitive processes to be used by the learner. These processes include planning and setting goals for learning (both the 'will' and the 'skill'), self-monitoring to identify if the approach is achieving the intended goals and adaptation to allow the modification of the approach to learning to ensure that the goals are being met. Research into the active process of the self-regulation of learning has consistently shown that high performing learners make extensive use of these essential meta-cognitive processes for their learning, particularly when compared with lower performing learners. |
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University of Leeds, School of Medicine
