How Self-Regulated Learning Translates into Academic Performance
How do students learn? What abilities do they need to succeed academically? One line of research
hypothesizes that self-regulated learning translates learning into academic performance. A recent article by
Barry Zimmerman (Graduate Center of the City University of New York) analyzes how self-regulated learning
does this, and it covers new research regarding online measurement of self-regulated learning.
Zimmerman found, among other things, the following:

“…self-regulated learning (SRL) refers to the self-directive processes and self-beliefs that enable learners
to transform their mental abilities, such as verbal aptitude, into an academic performance skill, such as
writing. SRL is viewed as proactive processes that students use to acquire academic skill, such as setting
goals, selecting and deploying strategies, and self-monitoring one’s effectiveness…” [p. 166]

“…These new methods for conducting online research on SRL have given rise to several key questions
regarding changes in students’ use of self-regulatory processes during the course of learning…how trace
measures of SRL compare to self-report measures in assessing changes in self-regulation during
learning…whether increases in students’ level of SRL in personally managed contexts, such as at home or
in the library are linked to improvements in their overall academic achievement…whether teachers can
modify their classrooms to foster increases in SRL among their students. A final emergent question
concerns the role of student’ motivational feelings and beliefs in initiating and sustaining changes in the
self-regulation of learning…” [p. 169]

“…When compared to control students, SRL trained students displayed significant increases in
homework effectiveness, time-management skills, a broad array of self-reflection measures, and math
performance skill…The results revealed that students in high-SRL classes were more engaged in their
writing than students in low-SRL classes…” [p.176]
Zimmerman provides an overview of recent studies of SRL learning online. This study is not specific to
community college students, but it does provide a deep analysis into student learning at all levels of education.
This work may eventually give faculty new ways to promote student learning. Notably, analysis of SRL identifies
study skills that students need such as goal setting, organizing, information-seeking, and memorizing.
Community college researchers and faculty, among others, can benefit from the article.
Interested readers can find Zimmerman’s article “Investigating Self-Regulation and Motivation: Historical
Background, Methodological Developments, and Future Prospects” in the March 2008 issue of the American
Educational Research Journal (Volume 45, No. 1, pp. 166-183).
Additional abstracts of research can be viewed at our website at:
http://www.cccco.edu/SystemOffice/Divisions/TechResearchInfo/ResearchandPlanning/AbstractsofResearch/tabid/298/Default.aspx
[Abstract by LeAnn Fong-Batkin, Research & Planning Unit, System Office, California Community Colleges, 4/30/08]