The Importance Of Self Regulation

These cyclical models of self-regulated learning highlight the close links and an active interaction among different aspects of self regulation. For example, individuals who lack confidence in their own learning capacity are unable to use effective task strategies. This theory is supported by a number of empirical studies that show positive correlations between self-efficacy for learning and use of effective learning strategies (Schunk and Ertmer, 2000). Thus, Schunk and Ertmer suggests that programmes should seek to improve both self-regulatory competence in the performance phase and self-efficacy, rather than addressing these issues in seclusion: ‘Students having doubts about their learning capabilities are not apt to use self-regulatory skills proficiently even if they possess them. Furthermore, students having high self efficacy but lacking knowledge of skills or believe that self-regulation is not beneficial will not produce skilful self regulation.’ So, self-regulation

To help students become self regulating learners’ teachers can teach the ways (Coppola, 1995; McCombs, 1989). Since self-regulation is not a personality trait, self regulated learning can easily be inculcated among students to improve their academic learning and performance. Self regulated learners are always in process of continuous improvement of learning strategies and adjustment of their mental activities. Regulating refers to “the fine-tuning and continuous adjustment of one’s cognitive activities” (Pintrich et al., 1991). Use of a feedback loop during learning enhance learning among self regulated learners (Zimmerman, 1989), and self monitoring training has been found to enhance performance (Mace, Belfiore, & Shea, 1989). When students are conscious of their learning process, they become better learners. The different strategies to inculcate and improve self regulated learning among students