Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13

The Trajectory of Scholarship About Self-Regulated Learning

by Philip H. Winne - 2017

The trajectory of scholarship about self-regulated learning (SRL) originates in mid-19th-century writings about learners’ sense of responsibility in self education. Although Descartes’s 17th-century writings implied mental activities consistent with metacognition, a central feature of SRL, these were inarticulate until Flavell and colleagues’ studies circa 1970. Since then, research on metacognition and its role in SRL has approximately doubled every decade. Foundations for modeling SRL include Skinner’s behaviorism, which acknowledged learners’ choices about reinforcers for behavior, and Bandura’s social learning theory, with its construct of agency. Research in the 1980s gathered data about SRL mainly using interviews, self-report questionnaires, and think-aloud protocols. These methods were quickly supplemented by observations of behavior and traces of learning activities tightly coupled to features of SRL. Today, SRL research is prominent across a broad spectrum of educational topics. Its importance will grow with trends toward lifelong learning and self-directed inquiries that survey vast information on the Internet, where students control what and how they will learn. Implications for future research include reconceptualizing “error variance” as arising partially due to SRL and capitalizing on software technologies that massively increase access to data about how and to what effects learners self-regulate learning.

To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below:

Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
Purchase this Article
Purchase The Trajectory of Scholarship About Self-Regulated Learning
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.

Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. 1-16
https://www.tcrecord.org ID Number: 21920, Date Accessed: 8/2/2021 2:22:37 AM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
Post a Comment | Read All

About the Author
  • Philip Winne
    Simon Fraser University
    E-mail Author
    PHILIP H. WINNE received his PhD in educational psychology from Stanford University in 1976. He researches self-regulated learning and metacognition, and designs software technologies to support and research SRL. A Fellow of AERA, APA, APS, and CPA, he has published more than 160 scholarly works. He was honored to receive the Robbie Case Memorial Award for outstanding contributions to educational psychology in Canada, and the Barry J. Zimmerman Award for outstanding contributions to the fields of studying and self-regulated learning research.
Member Center
In Print
This Month's Issue