Self-regulated learn-ers generally take responsibility for their own learning (Loyens,Magda, & Rikers, 2008) by employing meta-cognitive techniques inwhich they actively monitor their progress in their learning and theachievement of their goals. They are able to follow assigned tasks,assess their level of comprehension via reflection and attemptto avoid behaviors that would jeopardize their academic success

Male orphans were taught to hold a musket as soon as they werephysically able.44

vaguely worded constitutional provision like the Second Amendment

As a political gesture to the Anti-Federalists—a gesture highlighted by the Second Amendment’s prefatory reference to the value of a well-regulated militia—express recognition of the people’s right to arms was something of a sop.

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)