Develop effective learning environments and approaches to student support and guidance
How students learn, both generally and within their subject/disciplinary area(s)
Respect individual learners and diverse learning communities
Self-regulatory learning in higher education refers to the ability of students to monitor, control, and evaluate their own learning process. This can involve setting goals, developing strategies for learning, monitoring progress, and seeking feedback, among other things. The goal of self-regulatory learning is to help students become more independent and self-directed learners, who are able to take ownership of their own learning and development. Self-regulatory learning can be facilitated through the use of learning strategies, such as goal setting, self-monitoring, and self-evaluation, and can be an important aspect of student success and academic achievement in higher education.
Self-regulated learning interventions help the student think about how they're going to learn.
Examples of self-regulated learning approaches
Self-regulatory learning interventions are effective for improving student achievement. They are also effective for improving students' self-regulatory learning, which might seem obvious, but highlights that teaching students these kinds of skills help improve them. Self-regulatory learning interventions are more effective in the humanities than the sciences. The effect of self-regulatory learning interventions on achievement is strong in the humanities and small in both formal and applied sciences.
Metacognition is defined as thinking about your own thinking. In education circles, metacognition has focused on how students learn as opposed to what they learn (although what they learn is connected).
Strong confidence in the evidence.
This evidence summary is informed by one meta-analysis. This meta-analysis, by Jansen et al. (2019) was well-conducted. It included studies with control groups, but not necessarily randomised designs. There are some concerns about the reliability of some of the findings (high heterogeneity scores), but there is reasonable reliability for the effect of self-regulatory interventions on achievement (I2 = 69%).
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: a meta-analysis. Educational Research Review, 28, 100292. https://doi.org/10.1016/j.edurev.2019.100292
Further reading (Australian specific)
Also, this site has lots of other good links: https://www.evidenceforlearning.org.au/the-toolkits/the-teaching-and-learning-toolkit/australasian-research-summaries/meta-cognition-and-self-regulation