Educatioanl institutions are most concerned about adapting ways to help learners achieve better learning outcomes. One of the notable strategies with evidebce over the past four decades of research is when learnes starts to become active in their learning, when they set goals to achive academic related tasks, and when they start to be responsible for their own learning. These set of characteristics is referred to as “self-regulated learning.” This was defined by Zimmerman (2002) as self-generated thoughts, feelings, and actions that are cyclically adapted to achieve one’s personal goals.
Assessing Academic Self-regulated learning
The A-SRL-S
Learners who are self-regulated makes use of a variety of effective learning strategies. Magno (2009, 2010) was able to derive seven self-regulation strategies used by Filipino learners. Evidence of validity and reliability was shown across several studies.
These strategies can be determined showing how well learners use each effectively through the Academic Self-regulated Learning Scale. Contact us at cladasia2015@gmail.com for more information.
​
Learning Resource on Academic Self-regulated learning
Learning how to learn is just as important as what you learn. In today’s fast-paced academic environment, students are expected not only to understand content across different subjects, but also to manage their time, stay organized, set goals, reflect on their progress, and adapt to challenges. This book, Becoming Self-Regulated Learners, is designed to help students in grades 7 to 12 build exactly those essential skills by developing the habits and mindset of self-regulated learners.
​
Self-regulated learning (SRL) refers to the process where learners actively take control of their own learning. It involves setting goals, choosing strategies, monitoring performance, and reflecting on outcomes. Self-regulated learners are not passive—they engage with their work, seek solutions when they struggle, and evaluate their progress honestly. As students grow into these habits, they become more confident, motivated, and capable of long-term academic success.
This book is organized into eight structured lessons, each focused on a core aspect of self-regulated learning. Each lesson supports three key phases of self-regulation, based on the model developed by psychologist Barry Zimmerman: the planning phase, the performance (or self-monitoring) phase, and the evaluation (or self-reflection) phase. These phases guide students through setting goals, implementing strategies, and reflecting on their results. Every lesson contains three developmentally appropriate learning objectives for grades 7–12, one for each SRL phase. This format encourages students to engage in the full self-regulated learning cycle with practical, real-world application.
​​
