Self-regulation supports learning and performance on specific tasks through the following: Metacognitive knowledge about academic work. Strategies for analyzing tasks. Metacognitive knowledge about task-specific strategies (e.g., for managing work, learning mathematics, comprehending texts, writing paragraphs). Skills for implementing strategies. Strategies for self-monitoring and strategic use of feedback.

In order to coordinate these processes, an individual needs to be able to monitor and regulate his own learning. The ability to monitor and regulate learning changes over the life span and can be improved through interventions.

Self-regulated learning implies that effective learners are actively involved in their own learning through metacognitive, motivational and behavioural processes (Zimmerman, 1990:4)