Creating a support structure within which students can create their own pathways to knowledge remains an essential aspect of teaching. Self-regulation is “a dual-motive or dual-goal conflict,” meaning that it puts the participant in a position of choice regarding their goals and the way of their attainment, which involves trade-off. Understanding the positive and negative aspects of self-regulation may help to identify those learners who are most at-risk to fail in what seems to be a free-reign system.
When self-regulatory education places all the deciding power in the learner’s hands, it would seem logical that an undisciplined person would have the most problems in such a system. Self-control is one of the most important aspects, and a lack of long-term orientation could lead to the destruction of short-term steps that advance a person to the more significant ideal. However, self-regulation is not an entirely independent process and still calls for educated guidance. Promoting it among susceptible population segments, such as unmotivated students, may become possible through promoting independence and responsibility, as well as creating systems of support and evaluation. This approach could help at-risk and failing learners implement their own methods of goal achievement to improve their grades. Furthermore, web-based pupils who lack the necessary personal connection with their lector may be taught to manage their time by themselves, leading to the acquirement of an invaluable skill set.
Independence is an important character trait rather than an abstract philosophical concept, without which people may feel repressed in their actions, leading to an unhappy lifestyle. Possessing self-realization skills allows helping students and employees alike to finalize tasks using their best abilities and per their long-term goals, helping them achieve professional and life-long control. Therefore, a confident and happy workforce results in the achievement of better results in any profession.