Improving Teaching and Learning through Self-Regulation


Series: Education in a Competitive and Globalizing World
BISAC: EDU029000

Using contemporary empirical research data, this book takes the stance that purposeful self-regulation actively contributes to promoting deeper learning approaches and generally improves teaching and learning. The underlying aim is to help students become strategic, motivated, and independent learners, capable of controlling themselves by themselves. Such self-control may range over a host of variables (behavioural, psychological, emotional, etc.).

This book comes at a time when connectivity has exponentially improved worldwide so that more and more individuals have real time information at their fingertips. The fundamental shift in information accessibility from tedious searching through books and manuscripts to on-demand click of a mouse has had phenomenal impacts of the way we do business. Whereas previously, self-regulation may not have been a priority for many persons, increasingly it has now assumed preeminence with the proliferation of laptop computers, tablets, smart phones and numerous other handheld devices that allow easy access to the Internet. In fact, researchers continue to develop software for helping students self-regulate as well as getting the most out of their studies.

Needless to say, self-regulated learning (SRL) is mandatory not only for employability but also for lifelong learning since it enables learners to construct knowledge (constructivism) by identifying their own learning goals; self-managing their learning processes; and self-evaluating their performance against goals. Additionally, SRL is very important when often times it is observed that several individuals who have noticeably lower cognitive abilities are able to better self-regulate and consequently achieve more than they should be able to according to their cognitive ranking. Improving teaching and learning through self-regulation therefore has far reaching implications for the kind of individuals we send out to society and the nature of the contributions they make.

Quotations from well known persons in the public domain serve to anchor the reader in preparation for the contents of the corresponding section. Such quotations have been found to serve as an effective form of motivation and accordingly may be successfully echoed to students when appropriate.

The shareware graphics interspaced in the text not only break the possible monotony usually experienced by many readers, especially in today’s online age, but serve to engage and stimulate thought and, in many instances, bring comic relief. These exhibits help to capture the attention of readers and help them to focus on the contents of the various sections at hand. Reinforcing ideas is another powerful function served by the apparent preponderance of exhibits. Hence, what may well be easily misconstrued as too many exhibits, would be much better interpreted as a unique and unusual presentation, with a variation of format, that is meant to have the reader truly appreciate the common saying, ‘a picture is worth a thousand words’!
(Imprint: Nova)

Table of Contents

Table of Contents



Chapter 1. What is Self-Regulation (SLR)?

Chapter 2. Salient Issues in Self-Regulation

Chapter 3. Useful Self-Regulation Strategies



“In this digital age with the vast proliferation of information, one can be easily distracted or overwhelmed. Betty McDonald provides a timely, much needed evidence-based practical handbook to guide both teachers and students. Using extensive seminal research data she shares critical insights and expertise that promote self- regulation resulting in deep and efficient learning. The book is a fun, easy-read that can be used as a reference text providing choice and flexibility, matching one’s teaching and/or learning style and preference. The clever use of shareware graphics and memorable quotations is engaging, instructive and helpful. Betty provides the busy teacher and student with a focused digest of self-regulatory strategies that will undoubtedly contribute to successful teaching and learning. A must-read for teachers, support staff and students. Compelling, accessible and ultimately practical!” – <strong>Kogi Naidoo, HERDSA Fellow, Principal Fellow of the Higher Education Academy, UK, Director, Learning Academy, Division of Learning and Teaching, Charles Sturt University, Wagga Wagga, NSW, Australia</strong>

“Betty McDonald describes self-regulated learning in easily understandable language, not only supported by the literature but augmented with graphics that, as Dr. Betty says, “break the possible monotony of the reader… and to stimulate thought and… bring comic relief.” How refreshing! Having studied self-directed learning in introductory and senior undergraduate courses, I know firsthand of its value to students, including increased autonomy and motivation for learning. Students tell us that this will help them and we are advised to listen and act. I agree wholeheartedly with Dr. McDonald’s stance that self-regulated learning is closely tied to life-long learning and success in the workplace. We need to support teachers to best help their students, and self-regulated learning is one way to do so. Imagine helping people determine, set and attain goals, not only in their courses, but as a strategy throughout their lives.” – Alice Cassidy, Ph.D. Educational developer, Victoria, British Columbia, Canada

“This book by Professor Betty McDonald gives a thorough basis for (a) the understanding of the history and rationale for self-regulated learning research, and (b) ways and means to teach, learn, and apply those mechanisms to enhance self-regulated learning. From both the literature reviews and application sections, the reader is offered numerous techniques that complement self-regulated learning. The book is an easy read with short, distinguishable sections accompanied with numerous graphics and quotes. Readers will be pleased to learn more ways to enhance their own self-regulated learning and have this vast cumulation of resources to better lead their students in their appreciation and use of self-regulated learning.” – John M. Enger, Ph.D.


Professional people: educational practitioners
Nonpreofessional people: persons interested in personal self development


Self-regulation, teaching and learning, globalisation, self motivation, assessment

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