A Theoretical Review of Winne and Hadwin’s Model of Self-Regulated Learning: New Perspectives and Directions

Abstract

This theoretical review of Winne and Hadwin’s model of self-regulated learning (SRL) seeks to highlight how the model sheds new light on current research as well as suggests interesting new directions for future work. The authors assert that the model’s more complex cognitive architecture, inclusion of monitoring and control within each phase of learning, and separation of task definition and goal setting into separate phases are all important contributions to the SRL literature. New research directions are outlined, including more nuanced interpretations of judgments of learning and the potential to more thoroughly assess the influence of interactions among cognitive and task conditions on all phases of learning.

Understanding, evaluating, and supporting self-regulated learning using learning analytics

“…In terms of one widely cited model of self-regulated learning proposed by Winne and Hadwin (1998;Winne, 2011;Greene & Azevedo, 2007), learners exercise agency across four loosely sequenced phases: (1) They scan their environment to identify internal factors (cognitive, motivational, affective) and external features that may influence a task. (2) They frame goals and design plans to approach them.…”

Relaciones entre logro de aprendizaje, automonitoreo, estilo cognitivo y estilos de aprendizaje en estudiantes de medicina

“…This is basically, partial goal achievement and strategy utility monitoring. In response to this information the subject implements the necessary control actions (strategy and/or goal changes or adjustments) (Greene & Azevedo, 2007). According to Moos and Azevedo (2009),this type of monitoring could be the process that mediates the relationship between the subject's motivational and cognitive factors during the whole learning process (Moos & Azevedo, 2009).…”

“…Self-monitoring is present since planning, when the individual defines his or her personal goals and chooses the tactics and strategies (Winne, Jamieson-Noel, & Muis, 2002). It also allows defining the standards to which the individual will permanently compare the obtained results (Greene & Azevedo, 2007). This is basically, partial goal achievement and strategy utility monitoring.…”

“…Another mechanism described as an explanation of the relationship of selfmonitoring with academic results is related to the self-evaluation phase, in which attributional assignments are performed (Azevedo, 2009;Greene & Azevedo, 2007). At this moment, the student determines what was the cause of the good or bad results, concludes what he or she must correct, and from this he or she plans the next learning task.The implementation of metacognitive self-monitoring strategies at the end of the learning process has a positive correlation with learning achievement (Azevedo, Witherspoon, Chauncey, Burkett, & Fike, 2009;Greene, Moos, & Azevedo, 2011;Griffin et ál., 2013).…”

“…In order to understand the analysis proposal of the present study, it is important to recognize metacognitive self-monitoring as the underlying element of the self-regulated learning cycle and possible determinant of learning achievement (Azevedo & Aleven, 2013;Greene & Azevedo, 2007;Griffin, Wiley, & Salas, 2013). Self-monitoring is present since planning, when the individual defines his or her personal goals and chooses the tactics and strategies (Winne, Jamieson-Noel, & Muis, 2002).…”