Learning analytics of the relationships among self-regulated learning, learning behaviors, and learning performance

Research and Practice in Technology Enhanced Learning

Table 1 Differences between naïve and skillful SRLs (Schunk and Zimmerman 1998)

Classes of self-regulated learners
Self-regulatory phases	Naïve self-regulators	Skillful self-regulators
Forethought	Nonspecific, distal goals	Specific, hierarchical goals
	Performance goal orientation	Learning goal orientation
	Low self-efficacy	High self-efficacy
	Disinterested	Intrinsically interested
Performance/volitional control	Unfocused plan	Focused on performance
	Self-handicapping strategies	Self-instruction/imagery
	Outcome self-monitoring	Process self-monitoring
Self-reflection	Avoid self-evaluation	Seeking self-evaluation
	Ability attributions	Strategy/practice attributions
	Negative self-reactions	Positive self-reactions
	Nonadaptive	Adaptive