A Conceptual Study on Self-Regulated Learning strategies to Promote Lifelong Learning in students

Abstract

The concept of self-regulated learning is an important factor for effective learning and academic achievement. It is an essential quality of academic self-regulation. Self-regulated learning is a process to enhance the mental abilities in to academic skills. Such a learning is a series of activities that students influentially practice for themselves. Self-regulated learning can be referred to the opinions, feelings and behaviours that emerges from students towards achieving a goal or objective in the learning process. It includes the intrinsic motivation developed in the students, setting a goal or objective, identifying the tasks that are essential to achieve the objectives, metacognitive strategies for such a planning, cognitive strategies in the learning process including repetition, interpretation, remember, comprehend follow-up themselves and self-evaluate on the performance. Though self-regulated learning is an essential concept in the learning process of every student, the awareness on the systematic manner to practice is very less among the students. The academic performance of many students in a particular classroom may vary in skewness, that indicates the extreme lesser degree of performance and higher degree of performance. The aim of this study is to compare the factors responsible for practicing self-regulated learning in various studies and provide a conceptual framework to be adopted in contemporary practice. The study also emphasises on the metacognition skills, motivation, goal setting, building emotional fortitude, adapt and control the physical environment for an effective learning process. Furthermore, the study explains self-regulation as a constructivist process that supports students to frame goals for learning besides regulate and control their cognitive and behaviours.