Conceptual Approaches to the Analysis of Self-regulated Learning in Foreign Psychology

The problem of self-regulated learning, as well as designing effective technologies for the development of students’ self-regulation has remained relevant for many years. Foreign psychology has accumulated significant experience in theoretical comprehension and empirical verification of various models of self-regulated learning. The purpose of this article is to review the most well-known approaches to understanding self-regulated learning in foreign psychology, as well as to consider promising areas of research through the prism of already formed scientific ideas. The discussion is focused on the issues of differentiating the concepts of self-regulation and metacognition, the role of cognitive and motivational factors in self-regulation of the learning activity, сo-regulation, and the contextual factors influencing self-regulation. The authors substantiate the conclusion that in the modern conditions of education development, the study of self-regulated learning should include the analysis of different-level substructures of regulation, since regulation of the effective goal achievement requires the involvement of various psychological resources of a person.

1. Wirth J., Stebner F., Trypke M., Schuster C., Leutner D. An interactive layers model of self-regulated learning and cognitive load. Educational Psychology Review, 2020. Vol. 32, pp. 1127—1149. DOI:10.1007/s10648-020-09568-4
2. Anthonysamy L., Koo A. C., Hew S. H. Self-regulated learning strategies and non-academic outcomes in higher education blended learning environments: A one decade review. Education and Information Technologies, 2020. Vol. 25, no. 5, pp. 3677—3704. DOI:10.1007/s10639-020-10134-2
3. Bandura A. Social cognitive theory: An agentic perspective. Annual review of psychology, 2001. Vol. 52, no. 1, pp. 1—26. DOI:10.1146/annurev.psych.52.1.1
4. Greene J. A., Copeland D. Z., Deekens V. M., Yu S. B. Beyond knowledge: Examining digital literacy’s role in the acquisition of understanding in science. Computers and Education, 2018. Vol. 117, pp. 141—159. DOI:10.1016/j.compedu.2017.10.003
5. Boekaerts M. Self-regulated learning: Where we are today. International journal of educational research, 1999. Vol. 31, no. 6, pp. 445—457. DOI:10.1016/S0883-0355(99)00014-2
6. Dignath C., Buettner G., Langfeldt H. P. How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 2008. Vol. 3, no. 2, pp. 101—129. DOI:10.1016/j.edurev.2008.02.003
7. Efklides A. Gifted students and self-regulated learning: The MASRL model and its implications for SRL. High Ability Studies, 2018. Vol. 30, no. 1/2, pp. 79—102. DOI:10.1080/13598139.2018.1556069
8. Efklides A. Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 2011. Vol. 46, no. 1, pp. 6—25. DOI:10.1080/00461520.2011.53864
9. Ergen B., Kanadli S. The effect of self-regulated learning strategies on academic achievement: A meta-analysis study. Eurasian Journal of Educational Research, 2017. Vol. 17, no. 69, pp. 55—74. DOI:10.14689/ejer.2017.69.4
10. Hadwin A. F., Järvelä S., Miller M. Self-regulated, co-regulated, and socially shared regulation of learning. In Schunk D., Greene J. (eds.), Handbook of self-regulation of learning and performance. New York: Routledge, 2017. 44 p.
11. Musso M. F., Boekaerts M., Segers M., Cascallar E. C. Individual differences in basic cognitive processes and self-regulated learning: Their interaction effects on math performance. Learning and Individual Differences, 2019. Vol. 71, pp. 58—70. DOI:10.1016/J. LINDIF.2019.03.003
12. Inzlicht M., Werner K. M., Briskin J. L., Roberts B. W. Integrating models of self-regulation. Annual review of psychology, 2021. Vol. 72, pp. 319—345. DOI:10.1146/annurev-psych-061020-105721
13. Kizilcec R. F., Pérez-Sanagustín M., Maldonado J. J. Self-regulated learning strategies predict learner behavior and goal attainment in Massive Open Online Courses. Computers & Education, 2017. Vol. 104, pp. 18—33. DOI:10.1016/j.compedu.2016.10.001
14. Hooshyar D., Pedaste M., Saks K., Leijen Ä., Bardone E., Wang M. Open learner models in supporting self-regulated learning in higher education: A systematic literature review. Computers & Education, 2020. Vol. 154, article ID 103878, 19 p. DOI:10.1016/j.compedu.2020.103878
15. Panadero E. A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 2017, no. 8, 28 p. DOI:10.3389/fpsyg.2017.00422
16. Pintrich P. R. The role of goal orientation in self-regulated learning. In Boekaerts M., Pintrich P. R., Zeidner M. (eds.), Handbook of self-regulation. New York: Academic Press, 2000, pp. 451—502. DOI:10.1016/B978-012109890-2/50043-3
17. Bransen D., Govaerts M. J., Panadero E., Sluijsmans D. M., Driessen E. W. Putting self regulated learning in context: Integrating self, co, and socially shared regulation of learning. Medical Education, 2022. Vol. 56, no. 1, pp. 29—36. DOI:10.1111/medu.14566
18. Rubenstein L. D. V., Callan G. L., Ridgley L. M. Anchoring the creative process within a self-regulated learning framework: Inspiring assessment methods and future research. Educational Psychology Review, 2018. Vol. 30, pp. 921—945. DOI:10.1007/s10648-017-9431-5
19. Schunk D. H. Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 2005. Vol. 40, no. 2, pp. 85—94. DOI:10.1207/s15326985ep4002_3
20. Zimmerman B. J., Schunk D. H. Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer, 1989. 227 p.
21. Jr. Carter R. A., Rice M., Yang S., Jackson H. A. Self-regulated learning in online learning environments: strategies for remote learning. Information and Learning Sciences, 2020. Vol. 121, no. 5/6, pp. 321—329. DOI:10.1108/ILS-04-2020-0114
22. Jansen R. S., van Leeuwen A., Janssen J., Conijn R., Kester L. Supporting learners’ self-regulated learning in Massive Open Online Courses. Computers & Education, 2020. Vol. 146, article ID 103771, 17 p. DOI:10.1016/j.compedu.2019.103771
23. Wong J., Baars M., Davis D., Van Der Zee T., Houben G. J., Paas F. Supporting self-regulated learning in online learning environments and MOOCs: A systematic review. International Journal of Human-Computer Interaction, 2019. Vol. 35, no. 4—5, pp. 356—373. DOI:10.1080/10447318.2018.1543084
24. Winne P. H. The trajectory of scholarship about self-regulated learning. Teachers College Record, 2017. Vol. 119, no. 13, article ID 130303, 16 p. DOI:10.1177/016146811711901312
25. Winne P. H., Hadwin A. F. Studying as self-regulated learning [Elektronnyi resurs]. In Hacker D., Dunlosky J., Graesser A. (eds.), Metacognition in Educational Theory and Practice. New York: Routledge, 1998, pp. 277—305. URL: https://books.google.ru/books?id=EzWRAgAAQBAJ&lpg=PP1&hl=ru&pg=PP1#v=onepage&q&f=false (Accessed 14.07.2022).
26. Zeidner M., Stoeger H. Self-Regulated Learning (SRL): A guide for the perplexed. High Ability Studies, 2019. Vol. 30, no. 1—2, pp. 9—51. DOI:10.1080/13598139.2019.1589369
27. Zimmerman B. J. Attaining self-regulation: A social cognitive perspective. In Boekaerts M., Pintrich P. R., Zeidner M. (eds.), Handbook of self-regulation. San Diego: Academic Press, 2000, pp. 13—39. DOI:10.1016/b978-012109890-2/50031-7
28. Zimmerman B. J. Self-regulation involves more than metacognition: A social cognitive perspective. Educational Psychologist, 1995. Vol. 30, no. 4, pp. 217—221. DOI:10.1207/s15326985ep3004_8