What is Self-Regulation

1.

The learner’s ability to direct behavior and control impulses so that they meet academic standards, and achieve learning goals and outcomes. Learn more in: Learner-Centered Pedagogy in Technology Integrated Classrooms: An Agenda for Teacher Preparation and Professional Development

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An individual’s ability to control, adjust, and regulate their feelings, thoughts, and behaviors. Learn more in: A Cross-Cultural Comparison of College Student Self-Efficacy, Self-Regulation, and Resilience Between the US and China During the COVID-19 Pandemic

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The ability to modulate one’s behavioral, attentional, and emotional responses in a voluntary manner. Learn more in: Immigrant and Refugee Children's Social and Emotional Well-Being During the Transition to Preschool

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To have control over one’s own actions, emotions, and thoughts. Learn more in: Mindful Self-Care for Earlier Schooling: How Self-Care May Help Students Have the Emotional Competencies to Face Transitions at Younger Ages

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Behavior motivated and regulated by internal standards and self-evaluative reactions to people’s own actions. Learn more in: Effects of Basic Computer Training on the Self-Efficacy of Adult Learner’s Utilization of Online Learning

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Refers to those processes that occur at an individual level that play an important role in student academic achievement. Learn more in: Quality Online Learning in Higher Education

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The ability to set goals, self-monitor use of goals, and self-evaluate. Learn more in: Electronic Performance Support System (EPSS) Tools to Enhance Success in School for Secondary Students with Special Needs

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It refers to an active constructive process which stimulates the learners to assume primary responsibility for their learning by going beyond achievement of the expected learning outcomes to engage with tasks and processes that match their own learning goals, interests and contextual needs. Learn more in: Towards a Theory of Formative Assessment in Online Higher Education

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Noticing where one is emotionally or cognitively and the ability to control oneself to accomplish behavioral and/or academic goals. Learn more in: Social-Emotional Learning in Secondary ELA Classrooms

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The ability to make behavior choices that are in a person’s best interest and that allow the individual to complete tasks within assigned deadlines. Learn more in: Taming Procrastination: Origins, Manifestations, and Solutions for the Online Instructor

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The ability to manage and regulate one’s own learning processes. Learn more in: Disruptive Democratisers?: The Complexities and Incongruities of Scale, Diversity and Personalisation in MOOCs

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Ability to control one’s own behaviors. Learn more in: Self-Directed Learning in Organizations and Institutes of Higher Learning: Implications on Technology, Practice, and Organizational Culture

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It is the ability to monitor one's own emotions, cognitions, and behavior. It involves the ability to be aware of one's understanding and the ability to adjust one's internal and/or external contexts in order to foster further learning and performance. In essence, self-regulation is one's ability to adapt. Self-regulation develops over the course of one's development and is sensitive to both internal and external contextual factors. Learn more in: Optimizing Conditions for Learning and Teaching in K-20 Education

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One’s own self-awareness of behavior in social situations. Learn more in: Blended Social Skills Intervention for Students Identified as Emotionally and Behaviorally Disturbed

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The ability to control, monitor, and self-direct behavior, emotions, and body to pursuit objectives in life. Learn more in: Creating Virtual Learning Experiences Based on Engaging Interactions and Collaborative Work in Graduate Programs: A Cognitive Analysis

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The ability to monitor and manage one’s emotions, thoughts and behaviors that are acceptable to others. Learn more in: Teaching Critical Thinking Skills to Foster Social-Emotional Learning

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When a person or group governs or polices itself without outside assistance or influence. Learn more in: De Facto Ethics Principles and Applications

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Means children’s ability to control their emotions and behaviors. Learn more in: What Matters?: A Case Study of Primary School Teachers' Perspectives on Transition to School

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A state whereby companies monitor their own actions to ensure that they abide by rules established by peers and/or public laws and regulations established by a government to protect users. Learn more in: The State of E-Compliance for U.S. Retailers in Global Markets

20.

Involves controlling one's behavior, emotions, and thoughts in the pursuit of long-term goals. Learn more in: Nurturing Student Writing Knowledge, Self-Regulation, and Attitudes in Higher Education: The Use of Self-Assessment as an Inclusive Practice

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Self-regulation is learning controlled by learners and due to self-generated thoughts, feelings, strategies, and behaviors, which are oriented toward the attainment of goals. Learn more in: Learning and Study Strategies for Online Teaching

22.

A change in tactical driving behavior to compensate for adverse effects on safety from a secondary task. A synonym for compensation. Learn more in: Cell Phone Conversation and Relative Crash Risk Update

23.

This is an area of study, focused upon framing and supporting the learner’s ability to progressively move forward through a step-by-step process towards a successful outcome. This may be a checklist, a timeline schedule, or innumerable other tools that support the person’s endeavors. Learn more in: The 10 “C”s Towards Authentically Supporting Doctoral Students: Gracefully and Successfully Supporting Doctoral Students Towards Completing the Capstone Experience

24.

Defined as a learner negotiating content without object or other scaffolding. Learn more in: Educational Responsibility in the Deepfake Era: A Primer for TPACK Reform

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This is the learner’s ability to understand one’s own affective actions and reactions, recognize and control one’s own environmental conditions, as well as observe one’s own conduct and reactive performance. Learn more in: Instructional Real World Community Engagement

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Control of one's behavior and emotions. Learn more in: Independent E-Learning: Khan Academy, Motivation, and Gamification

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An integrated learning process, consisting of the development of a set of constructive behaviors that affect one’s learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments. Learn more in: Overview of the Significance of Different Learner Characteristics in Computer-Based Language Learning Environment

28.

Theoretical model for explaining individual capacity to engage in tasks without close supervision or coercion. Typically including functions of planning, monitoring, and reflecting. Learn more in: Strategies for Efficient, Meaningful, and Inclusive Online Learning Environments: It's About Time

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Refers to those processes that occur at an individual level that play an important role in student academic achievement. Learn more in: Assuring Quality in Online Course Delivery

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Processes that allow learners to control goal-directed activities over time and across changing circumstances ( Karoly, 1993 ). Self-regulated learners are students with meta-cognitive, motivational, and behavioral control during their learning process ( Zimmerman, 1989 ). Learn more in: Promoting Student Self-Regulation and Motivation Through Active Learning

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A process where the person is an active decision maker developing strategies to achieve goals, while managing emotional responses using cognitive and behavioral strategies. Learn more in: E-Health and Psychology: Self-Regulation to Help Software Design

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Self-regulation introduces the concept of regulatory focus, which underlies the hedonic principle that people seek pleasure and avoid pain ( Higgins, 1997 ). This theory has two foci: promotion and prevention, which are different in their strategies to achieve a final end state. Learn more in: The Impact of Consumer Choice Goals on Inovativeness

33.

An individual’s ability to purposefully monitor and regulate their emotional state. Learn more in: Implementing Universal Design for Learning in the Virtual Learning Environment

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Accomplishing any goal requires exerting and managing motivational, cognitive, and emotional effort. Learn more in: Technology Integration and the Teacher-Student Relationship

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Those processes that occur at an individual level that play an important role in student academic achievement. Learn more in: Online Learning and Quality Practice With Administrative Support and Collaboration

36.

(1) control of external behaviors, i.e. adaptation and compliance, (2) control of cognitive systems, i.e. attention control, monitored thinking, problem solving, and independent learning. (Ref: A historical examination of self-regulation: helping children now and in the future, Yesman Post, Wanda Boyer and Laura Brett, Early childhood education journal, 2006) Learn more in: Enhancing Autonomy, Active Inquiry and Meaning Negotiation in Preschool Concept Mapping

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Theoretical model for explaining individual capacity to engage in tasks without close supervision or coercion. Typically including functions of planning, monitoring, and reflecting. Learn more in: Applying Gamification to Enhance the Universal Design for Learning Framework

38.

Is the learner’s ability to understand own affective actions and reactions, recognize, and control one’s own environmental conditions. Learn more in: Can Blended Learning Enhance Students' Tendency to Regulate Their Own Learning?: An Experience From Pedagogical Experiments

39.

The capability to guide one’s behavior along a specific path to a directed aim or goal. It includes goal setting, self-monitoring, self-evaluation, and other metaskills. It is strictly intertwined with motivation, self-efficacy (the belief that one is able to achieve the aim) and the ability to cope with failure. Research in self-regulation flourished in the 1980’s, while in the 1990’s important contributions started to appear in several related sectors, such as educational, organisational, clinical, and health psychology. The importance of self-regulation and self-regulated learning is widely recognized in that these capabilities are regarded as the main reason why our ancestors survived while other species extinguished due to the changing environmental conditions. Today, the need for self-regulation is even more important due to the fast technological evolution of our society, which makes life-long learning and the ability to adapt very desirable qualities of the individual. Learn more in: Supporting Self-Regulated Learning with ICT

40.

Strategic and metacognitive behavior, motivation, and cognition aimed toward a goal. Learn more in: Socially Shared Metacognition Among Undergraduate Students During an Online Geology Course

41.

The autonomous and conscious management of arousal or activity in attention, emotion, and stress response systems in ways that progress towards attainment of goal-directed actions. Learn more in: Mindfulness-Based Interventions in Attention Deficit Hyperactivity Disorder

42.

The ability to control one's emotions, behaviour and thoughts in appropriate ways. Learn more in: LEADing in a Different Way: Examining Teaching Philosophies in Alternative School Settings

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The idea of self-regulation speaks to the ownership and individual implementation of a reading strategy. Learn more in: The Impact on Literacy Instruction Using a Technology Platform: Applications for Preservice and Inservice Teachers

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Learners’ monitoring, regulation, and control of their cognition, motivation, behavior, and some aspects of the learning environment in pursuit of learning goals. Learn more in: Classroom Applications of Automated Writing Evaluation: A Qualitative Examination of Automated Feedback

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A person's ability to be self-directed and self-correcting of their own behavior based on social norms. Learn more in: The Relationship of Classroom Behavior and Income Inequality to Literacy in Early Childhood

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A person's ability to be self-directed and self-correcting of their own behavior based on social norms. Learn more in: Facilitating Culturally and Linguistically Responsive Learning in PreK-3rd Grade Environments: Using Learning Stations With Disciplinary Literacy

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The ability to control one’s actions and reactions. Learn more in: Teacher Presence

48.

A change in tactical driving behavior to compensate for adverse effects on safety from a secondary task. Learn more in: Cell Phone Conversation and Relative Crash Risk

49.

An individual’s ability to effectively control his or her behavior through various processes such as monitoring, goal setting, reflecting, making decisions, planning, evaluating, and in general, managing one’s self ( Kopp, 2001 ). Learn more in: Massively Multiplayer Online Games as Spaces for Metacognition and Self-Regulated Learning

50.

The processes involved in striving towards a desired goal by monitoring thoughts and behaviour and, if these are incongruent with the goal, taking actions to support alignment. Learn more in: The Role of Self-Regulation in Experiences of Digital Distraction in College Classrooms

51.

Self-regulation is the ability of a person to control and guide one’s own progression forward, towards achieving a specified task. This task may be as simple as a step-by-step process towards tying one’s shoelace or as complex and uncertainly speculative and ambiguous as successfully journeying through a doctoral capstone experience. The ability to self-regulate one’s own behaviors and emotions are necessary so as to achieve success and attain the goal, specifically related to this discussion as successfully completing the doctoral capstone and attaining one’s doctoral degree. Learn more in: Showcasing Dreams, Desires, Vision, Whimsy, Illusion, and Anxious Uncertainty: Understanding Aspects of Perseverance and Determination Towards Doctoral Capstone Successes

52.

The behavioral aspects of executive function, including working memory, attention, and inhibition control. Learn more in: The Role of Executive Function and Self-Regulation in the Development of Computational Thinking

53.

A component of metacognition. Refers to the ability of students to exert control over their learning by undertaking activities such as planning, goal setting, strategy selection, monitoring, debugging and evaluation. Learn more in: Online Learning and Metacognition: A Design Framework

54.

It refers to an active constructive process which stimulates the learners to assume primary responsibility for their learning by going beyond achievement of the expected learning outcomes to engage with tasks and processes that match their own learning goals, interests and contextual needs. Learn more in: Meeting Higher Education Expectations in the Digital Age and Reliability of Assessment in E-Learning Settings