A Review of Relationship between Self-regulation and Reading Comprehension

Abstract

Abstract-Over the past three decades, researchers have found that motivational variables have an effective role in language skills and in academic achievement and success (Khajavi & Abbasian, 2013). An attempt was made in the present research to review the relationship between self-regulation as one of the motivational variables and reading comprehension. Moreover, the present paper is organized in the way that some of the significant notions of self-regulation and cyclical phases, and some models of self-regulated learning Pintrich's model and characteristics of self-regulated learners will be explained. Then, the notion of reading comprehension and different purposes of reading will be defined. Finally, some empirical studies on the relationship between self-regulation and reading comprehension will be elaborated.

The relationships among self‐regulation, emotional intelligence, willingness to communicate, and reading comprehension of Persian foreign language learners: Structural equation modeling

“…The results of this study conducted in PFL context are in line with those of some earlier studies conducted in EFL contexts. For example, the results of the study carried out by Nejadihassan and Arabmofrad (2016) demonstrated that Iranian EFL learners can increase S‐R which can lead to improving their reading comprehension. Moreover, the results of Parker's (2016) study showed that S‐R had a significant relationship with reading comprehension.…”

“…The results demonstrated that S‐R presented a significant link to reading comprehension. In Iranian EFL context, Nejadihassan and Arabmofrad (2016) probed whether high self‐regulated learners have a high level of reading comprehension. The findings illustrated that learners can improve S‐R by utilizing some strategies, and also through these can develop their reading comprehension ability; that is, S‐R is a determinative factor of learners' learning processes.…”

“…In this line, individual differences of learners such as self‐regulation (S‐R), emotional intelligence (EI), and willingness to communicate (WTC) have been recognized as very influential variables in the process of language learning, and exploring these variables would pave the way to facilitate language learning and teaching, especially reading comprehension skill (Dörnyei & Ryan, 2015; Fahim & Zaker, 2014; Hasan & Yulianti, 2019). To illustrate, learners' S‐R is a vital variable for success in learning a second or foreign language, especially reading comprehension (Dörnyei & Ryan, 2015; Nejadihassan & Arabmofrad, 2016). Pintrich (2000) argues that S‐R is an active and constructive process by which learners set goals for learning and then take steps to achieve these goals by controlling and monitoring their cognition, motivation, and behavior.…”

Multimodal learning: How task types affect learning of students with reading difficulties

“…Other studies have shown that metacognitive monitoring and self-regulated learning strategies are beneficial in enhancing procedural learning [44]. By monitoring and regulating their processing of novel information, students can evaluate their ongoing comprehension and employ repair strategies, if needed [45].…”

Students’ Self-regulation in English Reading Comprehension during Online Class in Yogyakarta Private Senior High School

“…In online learning, the students are expected to use motivation to comprehend the provided learning texts so that they can achieve learning goals. Motivation can significantly influence the students to push themselves by comprehending the provided text so that they can achieve full understanding and complete their tasks (Nejadihassan & Arabmofrad, 2016;Takaloo & Ahmadi, 2017). Nevertheless, although a number of previous studies have investigated the challenges of online learning and the urgency for self-regulation, studies that investigate students' self-regulation in reading comprehension during an online class are still underrepresented.…”