Self-regulated learning is a deliberate cognitive architecture that enables learners to direct their own learning through cyclical phases: (1) forethought — setting goals and planning strategies before engagement; (2) performance — executing strategies while monitoring progress; (3) self-reflection — evaluating outcomes and adjusting future approaches. The parameters that define it are: it must be a cyclic process, must involve conscious goal-setting, and must produce observable strategy adaptation. It persists through formal instruction in metacognitive strategies, through learning analytics platforms that feedback to learners, and through pedagogical training programs that teach the skill. [formal: auto-regulatio | substrate: mind | horizon: a life | explicit: yes | epoch: 0.80]
Accepted ontology entry
self-regulated-learning
Self-regulated learning is a deliberate cognitive architecture that enables learners to direct their own learning through cyclical phases: (1) forethought — setting goals and planning strategies before engagement; (2) performance — executi…
Definition
Why it is in scope
A construct in educational psychology describing the process by which learners set goals, monitor their progress, and adjust strategies — human-made, taught in pedagogy programs, and persisted through curricula, assessment frameworks, and learning analytics.
Names and aliases
- self-regulated-learningen · CANONICAL
Relations from this entry
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self-regulated-learning requires memory — you cannot monitor, evaluate, or adjust your own learning without remembering goals, strategies, and outcomes. Remove memory and the capacity for self-regulated learning vanishes (Law 8 test).
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Self-regulated-learning is a specific kind of learning-strategy: a strategy in which the learner monitors, evaluates, and adjusts their own learning process. A competent speaker would call self-regulated learning 'a learning strategy.' Pinned sense: instructional methodology (Law 11d).
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Self-regulated-learning is the learner's capacity to monitor, evaluate, and adjust their own learning process. It is built and maintained for the sake of learning itself — the designed purpose is self-improvement of learning outcomes.
Relations to this entry
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Self-testing is a specific kind of self-regulated-learning strategy: the learner generates and answers questions about their own knowledge, which is a concrete instance of monitoring and adjusting one's own learning process.
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Intrinsic motivation is cultivated and maintained in educational settings for the sake of self-regulated learning. When learners are intrinsically motivated, self-regulation is sustained without external prompts — the purpose of fostering intrinsic motivation is to further self-directed learning operation.
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Self-assessment is built and maintained for the sake of self-regulated-learning: its designed purpose is to provide learners with feedback about their own progress so they can adjust strategies, set goals, and regulate their learning. The 'for whose sake?' test — self-assessment serves self-regulated-learning, not the reverse. This is a teleological relation by design, not mere co-occurrence.
Record identity
- Created
- Jul 18, 2026, 3:39 PM UTC
- Content hash
- 33a5adc31c2a486d14fbb36f41c6052f62e5f5f9241b517852345f9fc77166f0