Assessing Academic Self-regulated Learning

Indicators of Positive Development Conference

March 12-13, 2003
Bureau of Labor Statistics
Conference Center Washington, DC


Christopher Wolters, University of Houston, Paul R. Pintrich, University of Michigan and Stuart A. Karabenick, Eastern Michigan University

Self-regulated learning concerns the application of general models of regulation and self-regulation to issues of learning, in particular, academic learning that takes places in school or classroom contexts. There are a number of different models of self-regulated learning that propose different constructs and different conceptualizations (see Boekaerts, Pintrich, & Zeidner, 2000), but all of these models share some general assumptions and features. The purpose of this paper is to present a general framework or taxonomy for academic self-regulated learning and discuss our efforts to develop self-report measures of different components of academic self-regulated learning.