Self-Regulation and Academic Performance

Paper Summary:

This paper explains that self-regulation, defined as self-generated thoughts, feelings, and actions for attaining academic goals, is a primary tool, according to this research, in determining efficacy in student development because it involves personal initiative, resourcefulness, persistence, and sense of responsibility, which are tools for self-motivation. The author points out that the research posits that self-regulatory approaches for studying may be particularly well-suited for attaining the goal of self-education throughout life. The paper relates that the researcher came up with a cyclical model that illustrates the dynamic process between the social and psychological processes involved in self-regulation; the cyclical model of self-regulated learning is an overlapping process in which one process may occur spontaneously with another process.

From the Paper:

"Thus, Zimmerman conducts this research based on two grounds: (1) there has been little literature on the topic of self-regulation among students, especially when applied in the educational setting; and (2) the potential of self-regulation as the primary determinant that explains a student's academic performance and "learning ability". Using the method of structured and in-depth/focused interviews of students, data collection involved a sample of students, categorized into two groups: the academically successful and regular students. Analysis involved a content analysis of the interviews, where coding and codes are identified based on the dimensions of academic self-regulation, also identified by the author."

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