2023 Volume 25 Issue 1 Pages 81-94
The self-regulation of learning was regarded as an important aspect of “self-directed attitude toward learning,” when the Japanese Ministry of Education revised the form of cumulative guidance records in 2019. In the present paper, we review the academic studies of the self-regulated learning (SRL) process, which is based on the three phases “forethought -performance-reflection,” and the practical studies aimed at learning skills in the lesson-based acquisition (LBA) cycle “preparation – lesson – review.” Although the above two streams of research focused on fostering self-regulated learners, their contexts of learning appear to be quite dissimilar. We therefore propose three possible relations which represent the correspondence between the SRL process and the LBA cycle. In addition, we discuss the reasons why the concept of self-regulation of learning is difficult to understand in Japanese school education in spite of its promotion by the Ministry of Education. Finally, we present the future perspectives of the studies and practices with reference to Japan’s recent educational policies.
