Self-Regulated Learning: Beliefs, Techniques, and Illusions Robert A. Bjork, 1 John Dunlosky, 2 and Nate Kornell 3 1 Department of Psychology, University of California, Los Angeles, California 90095, 2 Department of Psychology, Kent State University, Kent, Ohio 44242, 3 Department of Psychology, Williams College, Williamstown, Massachusetts 01267; email: rabjork@psych.ucla.edu, jdunlosk@kent.edu, nkornell@gmail.com Annu. Rev. Psychol. 2013. 64:417–44 First published online as a Review in Advance on September 27, 2012 The Annual Review of Psychology is online at psych.annualreviews.org This article’s doi: 10.1146/annurev-psych-113011-143823 Copyright c  2013 by Annual Reviews. All rights reserved Keywords illusions of comprehension, judgments of learning, learning versus performance, learning from errors, metacognition, studying Abstract Knowing how to manage one’s own learning has become increasingly important in recent years, as both the need and the opportunities for individuals to learn on their own outside of formal classroom settings have grown. During that same period, however, research on learning, memory, and metacognitive processes has provided evidence that peo- ple often have a faulty mental model of how they learn and remember, making them prone to both misassessing and mismanaging their own learning. After a discussion of what learners need to understand in or- der to become effective stewards of their own learning, we first review research on what people believe about how they learn and then review research on how people’s ongoing assessments of their own learning are influenced by current performance and the subjective sense of fluency. We conclude with a discussion of societal assumptions and attitudes that can be counterproductive in terms of individuals becoming maximally effective learners. 417 Annu. Rev. Psychol. 2013.64:417-444. Downloaded from www.annualreviews.org Access provided by University of Groningen on 04/13/17. For personal use only.