Put simply, self-regulated learning is about strategic engagement. Learners are described as self-regulating when they are engaged, thinking, proactive, responsive, and reflective.
While each member of the SRL Canada Consortium focuses on different facets, ages, or contexts for SRL in classrooms, we share some common research-based perspectives about learning:
- We view learning as a complex metacognitive and social process that involves adapting thinking, motivation, emotion, and behavior.
- We view learners as active agents who can learn to take control of their learning processes from very young ages and who naturally strive toward self-determined goals.
- We view learning as socially situated and often involving dynamic interplay between learners, tasks, teachers, peers, parents, contexts, and cultures.
- We view learning as personally situated in that every learner brings a history of knowledge, beliefs, and experiences (both helpful and not) to any learning situation.
- We view self-regulated learning as adaptively responding to new challenges or failure in ways that optimize progress toward personal goals and standards.
- We view self-regulated learning as a set of critical 21st century skills that extend well beyond academic work to support learning and success insuch contexts as: work, social, sport, health and recreation.
- We view self-regulated learning as an important set of processes that can be supported across the lifespan, from early childhood through the adult years, across contexts, in and out of schools.