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Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology

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Abstract

Self-regulated learning (SRL) entails a series of processes, such as goal-setting, planning, using strategies, observing, and reflecting, as well as motivational beliefs. SRL is a prominent academic enabler for the diverse students that school psychologists serve including students in general education, special education, and gifted programming. Although important, research indicates that SRL practices are not regularly and systematically embedded within the practices of school psychologists. This manuscript describes how SRL can be fused to the current roles fulfilled by school psychologists including assessment, intervention, and consultation. To support these goals, we provide a definition of SRL, identify overlaps and contrasts among related constructs, and unpack the research-to-practice gap within SRL. We then turn to identifying feasible and targeted recommendations to translate SRL supportive practices to school psychologist roles. We identify how multiple types of SRL assessments can be integrated into school psychologists’ roles in assessment, how data captured from these assessments could inform intervention, and how school psychologists could consult with teachers to enhance SRL supportive practices in classroom settings. The manuscript concludes with a discussion of SRL training within graduate education, conferences, and professional workshops.

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Author information

Authors and Affiliations

  1. Utah State University, 2810 Old Main Hill, Logan, UT, 84322, USA

    Gregory Callan & Nai-Jiin Yang

  2. University of Wisconsin - La Crosse, La Crosse, WI, USA

    Yanchen Zhang

  3. Ball State University, Muncie, IN, USA

    Maria B. Sciuchetti

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  1. Gregory Callan
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  2. Nai-Jiin Yang
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  4. Maria B. Sciuchetti
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Correspondence to Gregory Callan.

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Appendix. List of Resources

Appendix. List of Resources

Further Explanation of SRL Models

  • Model of SRL described in this manuscript:

    • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (p. 13–39). Academic Press. doi:https://doi.org/10.1016/B978-012109890-2/50031-7

  • Review article describing key SRL models

Details Regarding SRL Intervention Programs

  • Meta-analysis offering insights to key SRL intervention components

    • Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3(3), 231–264. doi:https://doi.org/10.1007/s11409-008-9029-x

  • Book describing SRL applications across many fields

    • Cleary, T. J. (2015). Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being. Washington DC: American Psychological Association Press Publications.

  • Article describing the Self-Regulation Empowerment Program (SREP) interventions

    • Cleary, T. J., & Zimmerman, B. J. (2004). Self-regulation empowerment program: A school based program to enhance self-regulated and self-motivated cycles of student learning. Psychology in the Schools, 41, 537–550.

  • Article describing the Self-Regulated Strategy Development (SRSD) Intervention

    • Graham, S., & Harris, K. R. (2009). Almost 30 years of writing research: Making sense of it all with The Wrath of Khan. Learning Disabilities Research & Practice, 24, 58–68.

  • Free lesson plans to teach SRL skills

How to Support SRL in Classrooms

  • Butler, D. L., & Schnellert, L. (2015). Success for students with learning disabilities: What does self-regulation have to do with it? In T. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance and well-being (pp. 89–112). APA Press.

Details Regarding SRL Measurements

  • Motivation Strategies for Learning Questionnaire (MLSQ)

    • Pintrich, P. R., Smith, D. A., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53(3), 801–813. https://doi.org/10.1177/0013164493053003024

  • Learning and Study Strategies Inventory (LASSI)

    • Weinstein, C. E., & Palmer, D. R. (2002). User’s manual: Learning and study strategies inventory (2nd ed.). Clearwater, FL: H & H Publishing Company.

  • Self-Regulation Strategy Inventory – Self-Report (SRSI-SR)

  • Self-Regulation Strategy Inventory - Teacher Rating Scale (SRSI-TRS)

    • Cleary, T. J., & Callan, G. L. (2014). Student self-regulated learning in an urban high school: Predictive validity and relations between teacher ratings and student self-reports. Journal of Psychoeducational Assessment, 32(4), 295–305. doi:https://doi.org/10.1177/0734282913507653.

  • Self-Regulated Learning Interview Schedule (SRLIS)

    • Zimmerman, B., & Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 80, 284–290.

  • SRL microanalysis interview protocols

    • Cleary, T. J., Callan, G. L., & Zimmerman, B. J. (2012). Assessing self-regulation as a cyclical, context-specific phenomenon: Overview and analysis of SRL microanalytic protocols [Special Issue]. Education Research International. doi:https://doi.org/10.1155/2012/428639

    • Callan, G. L., & Cleary, T. J. (2018). Multi-dimensional assessment of self-regulated learning with middle school math students. School Psychology Quarterly, 33 (1) 103–111. doi:https://doi.org/10.1037/spq0000198.

A List of Many SRL Resources

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Callan, G., Yang, NJ., Zhang, Y. et al. Narrowing the Research to Practice Gap: A Primer to Self-Regulated Learning Application in School Psychology. Contemp School Psychol 26, 141–154 (2022). https://doi.org/10.1007/s40688-020-00323-8

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