Self-Regulated Learning and Academic Achievement: Theoretical Perspectives

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

Chapter 9

Reflections on Theories
of Self-Regulated Learning
and Academic Achievement

Barry J. Zimmerman

Dale H. Schunk

City University of New York

Purdue University

Formal investigations of students' self-regulation of their academic learning began less than two decades ago. Initially in the 1970s and early 1980s, researchers focused on the impact of separate self-regulatory processes, such as goal setting, self-efficacy, self-instruction, strategy learning, and self-management, with little consideration for their joint implications regarding students' development of academic learning skill. In the mid- 1980s, interest in the topic of academic self-regulation began to coalesce with the publication of journal articles describing various types of self- regulated learning strategies, good strategy users, self-efficacious learners, and metacognitive engagement, among other topics (e.g., Corno & Mandinach, 1983; Pressley, Borkowski, & Schneider, 1987; Schunk, 1984; Simons & Beukhof, 1987; Weinstein & Mayor, 1986; Zimmerman, 1986). An early effort to capture the theoretical diversity in academic selfregulation approaches occurred in 1989 when many of the contributors to this book (Zimmerman & Schunk, 1989) described the historical as well as then contemporary features of major theoretical perspectives on self-regulation. In this volume, we have reassembled these authors to update their theories in light of a decade of research. Each theory has particular strengths in explaining certain aspects of the SRL process, and each theory has provoked controversy regarding some underlying issue. In this final chapter we discuss these theories in terms of their strengths and controversies, which are summarized in Table 9.1. We also consider

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