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A Self-regulated Learning Perspective on Student Engagement

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Handbook of Research on Student Engagement

Abstract

Models of both self-regulated learning and student engagement have been used to help understand why some students are successful in school while others are not. The goal of this chapter is to provide greater insight into the relations between these two theoretical frameworks. The first section presents a basic model of self-regulated learning, outlining the primary phases and areas involved in that process. The next section discusses key similarities and differences between aspects of self-regulated learning and features of student engagement, drawing on both theoretical suggestions and empirical research. The final section offers ideas and avenues for additional research that would serve to better link self-regulated learning and student engagement.

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Authors and Affiliations

  1. Department of Educational Psychology, University of Houston, Houston, TX, USA

    Christopher A. Wolters Ph.D. & Daniel J. Taylor M.A.

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  1. Christopher A. Wolters Ph.D.
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  2. Daniel J. Taylor M.A.
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Correspondence to Christopher A. Wolters Ph.D. .

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Editors and Affiliations

  1. Dept. Educational Psychology, University of Minnesota, E. River Road 56, Minneapolis, 55455, Minnesota, USA

    Sandra L. Christenson

  2. Dept. Educational Psychology &, Instructional Technology, University of Georgia, Aderhold Hall 325N, Athens, 30602, Georgia, USA

    Amy L. Reschly

  3. Educational Research, New Zealand Council for, Wellington, New Zealand

    Cathy Wylie

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Wolters, C.A., Taylor, D.J. (2012). A Self-regulated Learning Perspective on Student Engagement. In: Christenson, S., Reschly, A., Wylie, C. (eds) Handbook of Research on Student Engagement. Springer, Boston, MA. https://doi.org/10.1007/978-1-4614-2018-7_30

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