Students can learn to mentally give themselves a pat on the back when they finish a task or stop at regular intervals to assess what they have done. This is called Self-regulated learning.
Self-study refers to the ability to understand and control one's learning environment. Self-adjusting skills include goal-setting, self-monitoring, self-teaching, and self-reinforcing (Harris & Graham, 1999; Schraw, Crippen, and Hartley, 2006; Shunk, 1996).
In addition to fostering personal responsibility for learning, self-teaching also enhances learning content. Self-regulatory practices improve the coding of knowledge and skills in memory, especially reading and writing.
According to Pintrich's (2000) model, the SRL consists of four phases: (2) Monitoring; (3) Control; (4) Reactions and reflexes. Each of them has four different regulatory areas: cognition, motivation/emotion, behavior, and context.
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