Creating Self-Regulated Learners in the Classroom

The shift from behaviorism to cognitivism in educational psychology has placed an increasing responsibility on learners for their own learning. Self-regulated learning has become a frequent area of educational research. Students are Self-regulated when they are metacognitively, motivationally and behaviorally active participants in their own learning process. Active engagements in the learning process enhance the academic performance of learners. Compared with low achieving students high achievers more frequently set specific learning goals, use variety of learning strategies, self monitor and adapt their effort systematically. This paper highlights the theoretical framework of self regulated learning and role of teachers in creating self regulated learners in the classroom.