Classroom applications of research on self-regulated learning

This article describes how self-regulated learning (SRL) has become a popul ar topic in research in educational psychology and how the research has bee n translated into classroom practices. Research during the past 30 years on students' learning and achievement has progressively included emphases on cognitive strategies, metacognition, motivation, task engagement, and socia l supports in classrooms. SRL emerged as a construct that encompassed these various aspects of academic learning and provided more holistic views of t he skills, knowledge, and motivation that students acquire. The complexity of SRL has been appealing to educational researchers who seek to provide ef fective interventions in schools that benefit teachers and students directl y. Examples of SRL, in classrooms are provided for three areas of research: strategies for reading and writing, cognitive engagement in tasks, and sel f-assessment. The pedagogical principles and underlying research are discus sed for each area. Whether SRL, is viewed as a set of skills that can be ta ught explicitly or as developmental processes of self-regulation that emerg e from experience, teachers can provide information and opportunities to st udents of all ages that will help them become strategic, motivated, and ind ependent learners.