Self-Regulated Learning: Exploring Its Role and Connected Variables

Senada Duli (Tufina)
University of New York Tirana

Abstract

Abstract Self-regulated learning (SRL) has become increasingly important in today’s educational settings. It involves the ability to manage one’s own thoughts, emotions, and actions in a way that helps achieve personal learning goals. In recent years, researchers have drawn clearer lines between self-regulated learning and concepts like meta-cognition, showing that SRL plays a unique and essential role in how students learn. This is a literature review design. The main aim of this study is to explore the literature about the concept of self-regulated learning and how self-regulated learning may influence in all aspects of students’ learning process. Motivation results to be a key factor in this process, it helps students stay engaged and actively participated in the learning process. Studies have shown that elements like self-efficacy and how much value students place on a task strongly influence how they regulate their learning. This literature review explores the theoretical foundations of self-regulated learning and how it connects with motivation. The findings highlight important evidence that motivated students are more likely to set goals, monitor their progress, and reflect on what’s working or not in their learning performance. When students feel capable and find meaning in their tasks, they’re more likely to master their learning and stay engaged over time.

Presentation