The Significance of Self-Regulated Learning in Academic Success

Running head: SELF-REGULATED LEARNING
SELF-REGULATED LEARNING
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1SELF-REGULATED LEARNING
Introduction
The respective paper is an argumentative essay on self-regulated learning in the arena of
educational psychology based on a case study given as a question of the respective assignment
thereafter. Self-regulated learning, in educational psychological terms, is an ideal concept and
process of self-regulation with the aim of educational advancement and achievement
(Zimmerman & Schunk, 2012). It has to be remembered that different people have different
ways of imbibing, comprehending, analyzing and retaining information and every person’s
memory and intelligence quotient is different from one another. Therefore, it is evident that self-
regulated learning would also be different for different people (Zimmerman & Schunk, 2012).
The respective paper is an analysis of self-regulated learning and an argument regarding its
significance as stated in the case study given as an assignment, its importance, usage and utility
in the domain of learning.
Discussion
Yes, it is agreed that self-regulated learning plays an important role in an undergraduate’s
academic success. It has been researched and found out that students who are more “self-
regulated” tend to participate more in various other learning processes in their own successfully,
such as emotionally, motivationally and cognitively (Sahranavard, Miri & Salehiniya, 2018). The
induction of self-regulated learning habits among the young adults when they opt to join the
undergraduate programs have been proved to be immensely helpful as it provides the individual
to think, act and behave like an autonomous individual who is independent and responsible
towards his/her duties, responsibilities and professional/educational commitments. The sense of
autonomy which is imbibed by the individual through self-regulated learning helps them to take
decisions in their life, exercise a reasonable magnitude of control over their psychological

2SELF-REGULATED LEARNING
processes and outbursts and are aware of their social as well as ethical limitation according to the
environment where they are put (Mega, Ronconi & De Beni, 2014). The individuals who follow
and practice self-regulated learning can often adjust in any situation, no matter how grave it is.
They possess the ability to adapt themselves into any kind of environment. An individual or an
undergraduate student who seeks self-regulated learning is a person who controls his/her
thoughts, emotions, feelings and actions in order to achieve academic goals and/or intellectual
pursuits. A self-regulated learner is a person who is meta-cognitive (who thinks about his/her
way of thinking), intellectually active, motivationally as well as behaviorally active in their own
way of learning (Villavicencio & Bernardo, 2013). The learners and academics that are meta-
cognitively active are knowledgeable, intellectually active and are conclusive and determined
about the way of their learning. They tend to be analytical and skillful in their approach with an
amalgamating mind of theories as well as pragmatism. The motivationally active learners are the
academic enthusiasts who opt for their own ways of learning for their own desire for learning
and achieving success. Behaviorally active learners are focused at their goals without any
unnecessary deviations with an intense drive of motivation; they generally tend to search for help
and assistance if they face obstacles in their learning paths and are capable for self-instructing
themselves. Such qualities in the self-regulating learners and individuals help them in all over
and holistic development of their personality and attitude which in turn, helps them immensely in
their academic pursuits as well (Dabbagh & Kitsantas, 2012).
There are certain types of self-regulated learning that helps the undergraduate learners
develop their learning abilities and cognitive skills in different dimensions and ways as given
hereafter. The process of comprehension, rehearsal, elaboration and summarization of the study
materials given to the undergraduate students as their course materials are one of the important