Motivation and Self-Regulated Learning

Motivation and Self-Regulated Learning is of special significance in the present context when online education is becoming the new norm, and lifelong self-learning is the demand of the 21^st century.    

The title indicates that Motivation and Self-Regulated Learning (theory) derives its spirit and substance from theories of motivation and various depictions of self and self-management. Several names of psychologists are associated with this theory. Zimmerman (2001) defined “self-regulated learning as a self-directive process through which learners transform their mental and physical abilities into task-related skills. This form of learning involves metacognitive, motivational, and behavioural sub-processes that are personally initiated to acquire knowledge and skill, such as goal setting, planning, learning strategies, self-reinforcement, self-recording, and self-instruction”. Paul Pintrich (2000) derives four domains of self-regulation. These are cognition, motivation, behaviour and environment. Self-regulation in the cognitive domain implies a choice of learning strategies by the learner to remember, understand, think critically and creatively and solve problems. Fleming’s VARK model is of relevance here. Self-regulation of motivation lies in the affective domain. It implies maintaining the self-concept and confidence (“I can do this” mindset) guided by ‘Hope of Success”, also controlling negative emotions and ‘Fear of Failure’. Self-regulation of behaviour is regulating overt behaviour. When a learner decides to achieve certain learning tasks, she engages herself deeply till the goal is achieved. The fourth dimension is regulating the environment. The environment can be facilitating or distracting in self-regulated learning. Distractions like noise, poor light and ventilation, heat and humidity, telephone calls and visitors, etc. Self-regulated learners intervene in the environment to facilitate engagement in the learning task, maybe by moving where light is available (there are instances like Pandit Iswar Chandra Vidyasagar, one of the leaders of the 19^th Century Reformist Movement used to read under the street light), or asking people to talk low or keep silence or move out to a quieter place.