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, Â we share some common research-based perspectives about learning:
- We view learning as a complex metacognitive and social process that involves adapting thinking,Â 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 asÂ socially situated and oftenÂ involvingÂ 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, Â and experiences (both helpful and not) to any learning situation.
- We view self-regulatedÂ 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:Â 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.