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Self-regulated learning (SLR) is recognized as an important predictor of student academic motivation and achievement. This process requires students to independently plan, monitor, and assess their learning. However, few students naturally do this well. This paper provides a review of the literature including: the definition of SRL; an explanation of the relationship between SRL and motivation in the classroom; specific SRL strategies for student use; approaches for encouraging student SRL; and a discussion of some of the challenges educators might encounter while teaching students to be self-regulated, life-long learners.
Read the literature review by Sharon Zumbrunn, Joseph Tadlock, and Elizabeth Danielle Roberts.