ABSTRACT
Self-regulated learning has been defi ned as self-generated thoughts, feelings, and actions for attaining educational goals which includes such processes as planning and managing time; attending to and concentrating on instruction; organizing, rehearsing, and coding information; establishing a productive work environment; and using social resources effectively (Zimmerman, 2000, 2004). There are a number of theoretical perspectives on self-regulation (see, for example, Puustinen & Pulkkinen, 2001; Schunk, 2001; Zimmerman & Schunk, 2001), but the predominant ones are Pintrich (2000) and Zimmerman, (2000, 2004). Pintrich’s model of self-regulated learning consists of phases: forethought, planning, activation, monitoring, control, reaction and refl ection. There are cognitive, motivational, behavioral, and contextual self-regulatory activities related to each phase. Zimmerman (2000, 2004) presents a cyclical three phase model: forethought phase, performance phase, and self-refl ection phase, each of which has sub-elements. For the forethought phase, there are task analysis and self-motivation beliefs; for the performance phases, self-control and self-observation, and for the self-refl ection phase there are self-judgment and self-refl ection.
