ABSTRACT
Self-regulated learning (SRL) is an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate and control their cognition, motivation and behavior, guided and constrained by their goals and the contextual features in the environment. However, there are many definitions and models of SRL, which is important in relation to transfer of learning. There are many reviews and meta-analyses of SRL, all finding effect sizes of around 0.6 (to large). There have also been reviews of SRL in preschool, online environments and learning computer programing. A number of individual studies are mentioned which generally found positive effects for SRL, followed by a section on studies on measuring the effects of SRL. A specimen program investigating SRL in writing, mathematics and reading concludes a rather long chapter.
