The ability to manage one's own emotions and cognitive processes necessary for goal-directed actions such as organizing behavior, controlling impulses, and solving problems constructively. Self-regulation consists of cognitive regulation, emotion regulation, and behavior regulation. These factors influence each other (Murray et al., 2015). Cognitive and emotional regulation mutually influence each other and essentially form the building blocks for behavioral regulation. Self-regulation is closely linked to the so-called 'executive functions'. Sometimes these terms are even used as synonyms, but that is not correct: it only overlaps with one function (response inhibition or impulse control). Focusing purely on learning, self-regulation (or self-directed learning) is about learning where one independently and responsibly takes control of their own learning processes (Boekaerts & Simons, 2012). The student may decide on actions in the learning process, formulate sub-goals, and has their own responsibility in the approach and execution, without deviating from the main goals (Luken, 2008). Three different learning strategies (in combination with each other) play a role in self-regulation: cognitive, metacognitive, and motivational/affective learning strategies (Kostons, Donker, & Opdenakker, 2014). • Cognitive learning strategies involve information processing where new information is linked to existing knowledge. This includes: repeating, relating, concretizing, applying, analyzing, structuring, and selecting. • Metacognitive learning strategies occur in the realm of knowledge about one's own learning. It mainly concerns strategies to approach learning (orienting, planning), to monitor (monitoring the process, adjusting) or to evaluate (diagnosing, testing, reflecting). • Motivational/affective learning strategies are about one's own motivational and emotional beliefs and reactions in relation to learning. This includes thinking about: attributing (assigning learning outcomes to something or someone), motivating, concentrating, valuing, exerting effort, dealing with positive and negative emotions, and self-efficacy. Self-efficacy is the belief in one's own abilities. When this belief is present, motivation will be greater and the ultimate performance will be better (Bandura, 2010). Various factors influence the extent to which someone can be self-regulating. This is related, for example, to age, upbringing (‘co-regulation’), traumatic experiences, brain developmental delays such as in ADHD, internal goals and values, and the intrinsic motivation that stems from them. Self-regulated learning is extremely challenging for students and pupils and is often oversimplified. However, you can work on the self-regulating ability of students by, for example, providing effective feedback, teaching learning strategies, and applying modelling.
Murray, D.W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-Regulation and Toxic Stress: Foundations for Understanding Self-Regulation from an Applied Developmental Perspective. OPRE Report #2015-21, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.