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Self-Regulated Learning

Explore self-regulated learning strategies that and encourage students to take control of their learning and improve academic success.

Self-Regulated learners are students who actively take control of their own learning by setting goals, monitoring their progress, and adjusting the strategies used during the learning process to achieve academic success. These learners understand how learning works and consistently apply the habits of self-regulated learners, essential to success in college and beyond (Nilson, 2013).

Instructors can intentionally support self-regulated learning by embedding strategies in their courses that deepen engagement with the content, develop intrinsic motivation, and encourage persistence. These approaches help students become reflective, autonomous, lifelong learners which ultimately enhances academic performance, critical thinking, and resilience in the face of challenges.  

Opportunities for Supporting Self-Regulated Learning

Goal-Setting and Planning

Take time at the beginning of the semester, and throughout as you start on a new course of learning, to set goals. Include reflective prompts, such as:

  • What do I want to achieve in this unit (module, assignment, exam)?
  • What steps will I take to achieve my goals?
  • What resources are available to help me achieve my goals?

Take time to activate prior knowledge on the topic and to make real-world connections to what you are about to learn.

Metacognitive Reflection

Integrate Exam Wrappers (Post-Exam reflection sheet) and assignment reflections where students evaluate their preparation, performance and strategies used that contributed to their success.

Use prompts such as:

  • What did I learn from this project (assignment, exam)?
  • What did I do that contributed to my performance on this exam (project, assignment)?
  • What did I need to do differently moving forward?

Provide Feedback that Promotes Self-Regulation

Make sure that assignment guidelines are clear.

Offer feedback that is specific, timely, and actionable.

Balance feedback by specifying where they are moving towards the learning target and where they have not been successful, yet.

Have students revise work based on feedback and explain what changes they made and why.

More information on Feedback can be found [Insert Link to Feedback page]

Closing the Course

Encourage students to reflect on their journey throughout the semester. Include prompts that address progress and processes. Questions can include:

  • What strategies helped you learn most effectively this semester?
  • How did your approach to learning evolve over the semester?
  • What challenges did you overcome and how?
  • How will you use what you learned this semester in the future? (Not just the content but what you learned about yourself)

Additional References and Resources

Brooks, C., Carroll, A., Gillies, R. M., and Hattie, J. (2019). A matrix of feedback for learning. Australian Journal of Teacher Education (Online), 44(4), 14-32.

The Iris Center. (November 13, 2013). Self-regulated strategy development (SRSD): A framework for teaching instructional strategies. [Video]. Vanderbilt University. Available at https://iris.peabody.vanderbilt.edu/interview/self-regulated-strategy-development-srsd-a-framework-for-teaching-instructional-strategies/.

Nilson, L. B. (2013). Creating self-regulated learners: Strategies to strengthen students’ self-awareness and learning skills . Stylus Publishing, LLC.

Written by Dana Karraker, Assistant Director for Educational Development Programs, Center for Integrated Professional Development. Last updated 10/21/2025

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