The Self Regulated Learning

Running head: SELF-REGULATED LEARNING
Self-regulated learning
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SELF-REGULATED LEARNING1
Academic response 1
Self-regulated learning is the ability of an individual to recognize and regulate the process
and environment of learning. These abilities include setting goals, self-instruction, self-
monitoring, and self-reinforcement. These strategies of self-regulated learning enable active
learning of students as they take charge of their selecting, implementing, adapting and
analyzing their objectives by setting up short and long term goals. Moreover, it also increases
the motivation among students to monitor their progress, manage intrusive emotions and
manipulate their strategies to foster greater success. It enhances the attentivity of the students
in class as they have been observed to take notes, depict curiosity in class and allocate their
resources judiciously. It is also observed that the aspects of behaviour and cognition are
essential to effective self-regulated learning and the extent of their application by the students
determine their academic progress. Moreover, environmental determinants such as teachers’
capacities to motivate the students for inculcating SRL for enhanced life-long learning. Thus,
this process of self-regulated learning is a useful tool for nursing students as it demonstrates
higher individual efficacy and regards their learning process valuable (Demirören, Turan &
Öztuna, 2016). It provides scope for clinical reasoning by regulating the critical
environmental determinants of self-regulation which include activities, skills, reflection on
relationships with preceptors, patients and staff. Another aspect of SRL is the metacognitive
self-regulation which includes self-correction by applying the knowledge and thinking
strategies used to establish goals. It helps the student nurses to support and build their higher-
order thinking skills including analysis, interpretation, evaluation and explanation (Cho et al.,
2017). Thus, SRL is a useful tool for nurses while they progress through the states of realistic
experience, abstract conceptualization, reflective observation and active experimentation
learning for enhanced learning outcomes.