Self-Regulated Learning and Classroom Management: Theory, Research, and Considerations for Classroom Practice

In this chapter we present the construct of self-regulated learning (SRL) and examine the definitions of SRL that guide seven working theories. Within each theory we discuss the sources of and supports for student self-regulation that are pertinent to teacher practices and classroomopportunities. Our first goal is to organize theories in away thatmakes their common features and unique contributions more readily apparent and their theoretical progression more coherent. Our second goal is to identify what appear to be especially productive theoretically based support strategies that teachers can implement in their classrooms to promote student SRL. Third, we identify classroom practices that receive support across SRL theories. Fourth, we alert educators and policymakers that the theoretical distinctions amongSRL theories afford an important opportunity for discussion of just what is meant by “self-regulated students,” why that might be desirable, and to what extent is it optimal. We hope that this chapter promotes discussions about the value of SRL and its role in teacher-student relationships and classroom management practices.