Self-Regulated Learning
Self-regulated learning refers to one’s ability to understand and control one’s learning environment. Selfregulation abilities include goal setting, selfmonitoring, self-instruction, and self-reinforcement
(Harris & Graham, 1999; Schraw, Crippen, & Hartley,
2006; Shunk, 1996). Self-regulation should not be
confused with a mental ability or an academic performance skill. Instead, self-regulation is a self-directive
process and set of behaviors whereby learners transform their mental abilities into skills (Zimmerman,
Bonnor, & Kovach, 2002) and habits through a developmental process (Butler, 1995, 1998, 2002) that
emerges from guided practice and feedback (Paris &
Paris, 2001).
https://www.youtube.com/watch?v=UD9m5n-ZpB0

Elements of Self-Regulated Learning
Effective learners are self-regulating, analyzing task
requirements, setting productive goals, and selecting,
adapting or inventing strategies to achieve their objectives. These learners also monitor progress as they
work thorough the task, managing intrusive emotions
and waning motivation as well as adjusting strategies
processed to foster success. These are the students
who ask questions, take notes, and allocate their time
and their resources in ways that help them to be in
charge of their own learning (Paris & Paris, 2001).

Why Teach Self-Regulated Learning to Adults?
Good self-regulators have developed the skills and
habits to be effective learners, exhibiting effective
learning strategies, effort, and persistence. The key
for instructors is to understand how to foster and train
these skills in all students. This fact sheet offers some
instructional strategies for adult education settings.Self-regulated learning strategies help to prepare
learners for lifelong learning and the important capacity to transfer skills, knowledge, and abilities from one
domain or setting to another.

Conclusion
Self-regulation is seen as important in the development of lifelong learning skills for all (Luftnegger et al., 2012), motivation toward learning (McCombs and Marzano, 1990; Schunk and Zimmerman, 1997), and reflective practices (Schön, 1983; Azevedo, 2009; Sitzmann and Ely, 2010). In this article, self-regulated learning has been developed from my doctoral study looking at learners' SRL and their teachers' support, to student teachers' SRL and the ways that teacher education programmes can develop more self-regulatory skills and strategies for the student teachers to utilize themselves, as well as take into their practice in their own classrooms in the future.

References
Butler, D. (2002). Individualizing instruction in selfregulated learning. Theory into Practice, 41, 81-92.
Butler, D. (1998). A strategic content learning approach to promoting self-regulated learning by students with learning disabilities. In D. Shunk & B.
Zimmerman (Eds.) Self-regulating Learning: From
teaching to self-reflective practice (pp.160-183). New
York: Guilford Press.
Butler, D. (1995). Promoting strategic learning by
postsecondary students with learning disabilities.
Journal of Learning Disabilities, 25, 226-229.
Dinsmore, D., Alexander, P., & Loughlin, S. (2008).
Focusing the conceptual lens on metacognition, selfregulation, and self-regulated learning. Educational
Psychology Review, 20, 391-409.
Harris, K. & Graham, S. (1999). Programmatic intervention research: Illustrations from the evolution of
self-regulated strategy development. Learning Disability Quarterly, 22, 251-262.
https://www.frontiersin.org/articles/10.3389/feduc.2019.00102/full