Selvregulerede

Selvregulerede refers to the capacity to manage one's own thoughts, emotions, and actions to reach goals. In psychology and education, selvreguleret læring describes learners who actively plan, monitor, and adjust their cognitive strategies, motivation, and study behaviors rather than relying solely on external instruction. The concept emphasizes learning as an active, strategic process shaped by goals, self-efficacy, and perceived control, and it develops through practice and feedback.

Core components include goal setting and planning, self-monitoring of understanding and progress, self-evaluation, and regulation of motivation, attention, time, and effort. Students apply cognitive strategies such as summarizing and problem solving, alongside behavioral techniques like scheduling study time, managing distractions, and seeking help when needed.

The concept is linked to theoretical models such as Zimmerman’s triadic framework (forethought, performance, self-reflection) and Pintrich’s phases of strategy use, as well as Bandura’s social cognitive theory. Self-regulation is viewed as dynamic and context-dependent, but teachable through instruction, feedback, and deliberate practice.

Applications span formal education, online learning, and workplace training, where self-regulation supports autonomous learning, perseverance, and lifelong skills. Empirical findings associate higher self-regulation with improved academic achievement, deeper understanding, and better problem solving, though effects vary with age, task type, and measurement quality.

Measurement typically relies on self-report scales and performance tasks, including Danish adaptations of instruments like the Self-Regulation Questionnaire or the Motivated Strategies for Learning Questionnaire. Critics note biases in self-reports, cultural variation in regulation patterns, and the need for objective, developmentally appropriate assessment methods.