ABSTRACT

This chapter focuses on developing self-regulated learning (SRL) and multiple source use interventions that influence learners' actions and understanding both inside and outside of school. SRL models describe how people plan, enact, monitor, control, and self-evaluate the cognitive, metacognitive, behavioral, motivational, and affective aspects of active learning. Though there are multiple SRL models, they share four premises. The first is that people are active participants in their learning. The second is that "learners can potentially monitor, control, and regulate certain aspects of their own cognition, motivation, and behavior as well as some features of their environments". During the Performance phase of SRL, learners engage in self-control and self-observation while learning. Self-control encompasses focusing attention and concentrating on the task, self-instruction, and help-seeking to complete the learning task. Clearly, the REading as Problem SOLVing model incorporates numerous aspects of Winne and Hadwin's SRL model, and aligns well with other SRL models such as Zimmerman's work.