Empowering Learners Through Self-Regulated Learning

Learning is most impactful when students are empowered to take ownership of their growth. That’s why we’re investing in one of the most promising approaches in educational research today: self-regulated learning (SRL). 

What is Self-Regulated Learning? 

Self-regulated learning is the process by which learners actively plan, monitor, and reflect on their learning experiences. It involves setting goals, choosing strategies, tracking progress, and adapting when needed to become more independent, motivated, and effective. 

Researchers often describe SRL as comprising three key phases: 

1. Forethought – goal-setting, planning, and motivation before learning begins. 
2. Performance – monitoring focus, effort, and strategy use during learning. 
3. Self-reflection – evaluating outcomes and adjusting for future tasks. 

It’s not just about grit or willpower. SRL is a teachable set of cognitive and metacognitive skills, often supported by tools and scaffolding that help learners build awareness and agency.   

Why Does it Matter?

SRL is particularly valuable for neurodivergent learners who may face challenges with executive functioning, working memory, or organization. By explicitly teaching SRL strategies and providing the right supports, we can help learners become more autonomous and resilient. 

Decades of research show that SRL contributes to: 

• Greater academic achievement 
• Improved motivation and self-confidence 
• Better coping skills in the face of challenges 
• Long-term success in both school and life 

For educators and clinicians, SRL offers a framework to help students not just complete tasks but understand how they learn best. 

How LDS Is Applying Self-Regulated Learning  

With support from a UBC Community Engagement Grant, LDS is partnering with the University of British Columbia to bring the latest evidence-based insights on self-regulated learning into our day-to-day work with students. Our UBC Team includes:

• Dr. Nancy Perry: UBC professor, Education, Counselling Psychology, Special Education and an LDS Board Member.   
• Dr. Kimberley Sinclair – Postdoctoral fellow specializing in inclusive education and classroom support. 
• Martin Dammert – Educational psychologist and incoming PhD student with expertise in SRL and motivation. 
• Lys Pinkerton – Graduate student in inclusive education, supporting on-the-ground implementation and research. 

In collaboration with the team at UBC, we are: 

• Piloting SRL-informed tools and practices with a small cohort of learners 
• Co-developing professional learning for our team based on current research 
• Collecting data and feedback to better understand how SRL supports diverse learners in real-world settings 

Through this project, we aim to close the gap between research and practice and ensure that every student has the skills and support they need to become an empowered, self-directed learner. 

– Virginia Van Zee, Senior Manager, Instruction and Innovation

LDS is a community of dedicated professionals who write collaboratively. We recognize the contribution of unnamed team members for their wisdom and input.

Bibliography 

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Butler, D. L., & Schnellert, L. (2015). Collaborative inquiry-based learning: Designing professional learning with teachers, for impact on students. Teaching and Teacher Education, 51, 262–273. 

Graham, S., Harris, K. R., & McKeown, D. (2014). The writing of students with LD and a meta-analysis of SRSD writing intervention studies: Redux. In Swanson, H. L., Harris, K. R., & Graham, S. (Eds.), Handbook of Learning Disabilities (2nd ed., pp. 232–246). Guilford Press. 

Mason, L. H., & Reid, R. (2018). Self-regulation interventions for students with learning disabilities. In Wehmeyer, M. L., & Shogren, K. A. (Eds.), Handbook of Research-Based Practices for Educating Students with Intellectual Disability (pp. 271–284). Routledge. 

Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher–student interactions that foster self-regulated learning. Educational Psychologist, 37(1), 5–15. 

Perry, N. E., Hutchinson, L., Yee, N., & Määttä, E. (2018). Educating for self-regulated learning and well-being in inclusive classrooms. European Journal of Psychology of Education, 33(1), 1–25. 

Perry, N. E., VandeKamp, K. O., & Mercer, L. K. (2020). Supporting self-regulated learning in diverse classrooms: Practical insights and future directions. In Schunk, D. H., & Greene, J. A. (Eds.), Handbook of Self-Regulation of Learning and Performance (2nd ed., pp. 474–490). Routledge. 

Vernon-Feagans, L., Mokrova, I., Carr, R. C., & Garrett-Peters, P. (2016). Kindergarten executive functions, learning behaviors, and third grade reading achievement scores in a rural sample of African American and Caucasian children. Early Childhood Research Quarterly, 36, 78–90. 

Zimmerman, B. J., & Schunk, D. H. (2011). Self-Regulated Learning and Academic Achievement: Theoretical Perspectives (2nd ed.). Routledge.