Putting the Self in Self-Regulated Learning: The Self as Agent in Integrating Will and Skill

Abstract

As our knowledge of self-regulated learning increases, so does our understanding of its antecedents. Evidence is summarized within an integrative framework that highlights the importance of the self as agent to the initiation, development, and continuation of self-regulated learning processes and behaviors. Although a skill component can enhance self-regulation, it is not sufficient. Students' will or desire to engage in self-regulation is not only necessary, but primary. To generate the will for self-regulation, students must realize that they are creative agents, responsible for and capable of achieving self-development and self-determination goals, and they must appreciate and understand their capabilities for reaching these goals. Self-regulation and the desire to enhance self-regulation capabilities then follows. An integration of skill and will is, therefore, necessary in interventions for promoting self-regulated learning. Implications for more holistic interventions are presented, along with further research that is needed on the self-as-agent framework.