Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

By Dale H. Schunk; Barry J. Zimmerman | Go to book overview

Chapter 5

Self-Regulated Learning
Viewed from Models
of Information Processing

Philip H. Winne

Simon Fraser University British Columbia

As the chapters in this book demonstrate, there are a variety of models to use in considering self-regulated learning (SRL). Each model offers an alternative perspective about SRL's parts, how self-regulation operates, what it accomplishes, and why it may succeed, falter, or fail. Variety does not lessen the utility or validity of any particular model. Rather, it stimulates comparison, reveals variance in qualities, and invites research that may unify or further differentiate features of SRL.

In this spirit, the lens I use to describe SRL in this chapter is information processing. Just as there are several models of SRL, there also is a family of models of information processing. Rather than delve into specifics that distinguish individual members in the family, I focus on the family as such so that issues of SRL can be placed in the foreground. First, I sketch essentials of theories about information processing. Then, I present a view of key features of self-regulated learning as information processing. This creates a platform for the third section where I examine research that investigates SRL viewed through the lens of information processing with a focus on current issues as well as targets for future research. I end with implications for instruction that flow from examining SRL through the lens of information processing.

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