Self-Regulated Learning in Adolescence: Strategies, Outcomes and Educational Implications
DOI:
https://doi.org/10.55544/ijrah.6.5.11Keywords:
Self-Regulated Learning, Adolescence, Metacognition, Motivation, Teacher Support, Academic Achievement, Educational TechnologyAbstract
Self-regulated learning (SRL) is crucial for adolescent academic achievement and lifelong learning, particularly during a period of significant cognitive, emotional, and social development. This paper conceptualises SRL as an active, cyclical process involving goal setting, strategy selection, progress monitoring, motivation and emotion regulation and reflective learning. Drawing on Bandura’s social cognitive theory and established SRL models, the paper examines the foundations, influences, outcomes, and educational implications of SRL in adolescents.
Internal factors such as metacognition, self-efficacy, motivation and emotional regulation interact with external factors such as teacher support, classroom climate, peer relationships, family expectations, curriculum, and digital environments. Adolescence is identified as a critical period for fostering SRL, marked by increased due autonomy, identity exploration and cognitive growth. Effective SRL correlates with academic success, persistence, adaptability, emotional wellbeing and readiness for lifelong learning.
Teachers are essential in modelling strategies, providing feedback, supporting reflection, fostering autonomy, and integrating technology. The paper addresses obstacles to SRL, including motivational instability, peer pressure, rigid assessments, socio-economic disparities and digital distractions. It recommends explicit metacognitive instruction, structured goal setting, reflective practice, formative assessment, responsible technology use and supportive policies. Future research should be longitudinal, interdisciplinary, and culturally responsive to fully understand SRL’s development.
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