Strategies for goal setting and planning in Self-Regulated Learning: TLC-FMG lunch seminar recap
In the ever-evolving landscape of higher education, Self Regulated Learning (SRL) has become an essential skill for students. The TLC FMG Lunch Seminar on March 25, 2025, provided an in-depth exploration of SRL, emphasizing the critical role of goal setting and planning in fostering student motivation and academic success. This blog post delves into the seminar’s key insights and provides practical strategies that teachers can implement to support their students in becoming more self-regulated learners.
Self Regulated Learning
Zimmerman (2002, p. 65) defines self-regulated learning (SRL) as “self-generated thoughts, feelings, and behaviors that are oriented to attaining goals”. Self-regulated learning is a cyclical process through which students plan, monitor, and reflect on their learning. The process is typically divided into three phases:
- The forethought phase involves setting goals, planning, and self-motivation. The performance phase includes self-control, self-observation, and active engagement with the task.
- The self-reflection phase entails evaluating performance and adjusting strategies for future learning (Zimmerman & Moylan, 2009).
- By mastering these phases, students develop independence in their learning processes, enhancing their academic performance, motivation and well-being (SELFLEX, 2023).
During this lunch seminar, our primary focus was on the forethought phase, with an emphasis on goal setting and planning.
Goal Setting
We distinguished and discussed various types of goals.
Course vs. personal learning objectives
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Course learning objectives are predefined by teachers to outline the knowledge and skills students should acquire within a specific course.
These objectives are often broad, structured, and aligned with academic standards. |
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Personal learning objectives are student-driven and reflect individual goals, interests, and learning needs.
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Setting well-defined goals is crucial for guiding student learning. The first step is to differentiate between course learning objectives and personal learning objectives. Encouraging students to bridge the gap between course objectives and their personal aspirations fosters greater engagement and motivation. Teachers can support this by guiding students to:
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Rephrase course-specific objectives into personal learning goals;
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Break down course learning objectives into meaningful sub-goals that align with their interests or needs;
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Use “I” statements (e.g., “I aim to improve my critical analysis skills by writing weekly reflections”; Peeters, 2023);
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Ensure their goals are specific and challenging(Last & Bransen, 2025).
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Commit to their goals by tracking progress and adjusting as needed (Last & Bransen, 2025).
Mastery goals vs. performance goals
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Mastery Goals focus on personal or learning progress.
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VS. |
Performance Goals focus on achieving a specific performance standard.
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Teachers should encourage students to prioritize mastery goals, as they promote deeper learning and intrinsic motivation (Last & Bransen, 2025). There are different goal setting strategies, such as SMART goals, open goals, and Do-Your-Best (DYB) goals.
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SMART Goals |
Specific, Measurable, Achievable, Relevant, and Time-bound, e.g., “Write 1000 words per week for a research paper with a deadline of November 15th.” |
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Open Goals |
More exploratory in nature, e.g., “Explore techniques for visual storytelling in multimedia projects.” |
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DYB Goals |
Focus on personal best performance, e.g., “Actively participate in seminar discussions and contribute insights” (Last & Bransen, 2025). |
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The most effective goal-setting approach varies with the learning context, and teachers should assist students in choosing appropriate goals for each specific scenario.
Turning goals into action
Planning
Effective planning ensures that students have a structured approach to achieving their learning goals. Key strategies include:
- Breaking down large assignments helps students divide projects into manageable tasks prevents procrastination and cognitive overload (Last & Bransen, 2025);
- Using course schedules and timelines provides structured timelines for assignments and study sessions to help students plan effectively;
- Encouraging peer collaboration as group work and buddy systems can strengthen students’ planning skills.
Supporting students in goal setting and planning
Teachers play a pivotal role in facilitating SRL by:
- Engaging in Dialogues to encourage open discussions where students identify and reflect on their personal learning objectives and strategies;
- Offering constructive feedback on goal formulation and planning to refine student approaches;
- Integrating SRL into Course Design is key. Embedding goal-setting exercises and planning sessions within the curriculum;
- Implementing follow-up mechanisms to ensure students remain on track and adjust their strategies when necessary (monitoring goal progress).
Conclusion
The TLC FMG Lunch Seminar underscored the importance of self-regulated learning in higher education. By equipping students with effective goal-setting and planning strategies, teachers can foster independent, motivated learners who are prepared to navigate academic challenges and beyond. Implementing these practices in university teaching not only enhances student success but also cultivates lifelong learners capable of adapting to an ever-changing world.
Resources
- Last, B., & Bransen, D. (2025). Dat doe je toch niet alleen? Van zelfregulerend leren naar samen (regu)leren.
- Peeters, J. (2022). Zelfregulerend leren. Hoe? Zo! Lannoo
- SELFLEX (2023).
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into practice, 41(2), 64-70.
- Zimmerman, B.J. & Moylan, A.M. (2009). Self-regulation: Where metacognition and motivation intersect. In D.J. Hacker, J. Dunlosky, & A.C. Graesser (Eds.), Handbook of metacognition in education (pp. 299-316).
Upcoming SRL seminars and events
Are you interested in learning more about SRL? You are warmly invited to join us on the following dates:
- May 27: Lunch seminar on task strategies (e.g., study strategies) and reflection.
- July 1: TLC event on self-regulated learning in higher education, featuring keynote speakers.
Want to learn more about Self-Regulated Learning at your own pace? Check out the SELFLEX SESSIES podcast on or our episode summaries in the link below.