Self‐regulated learning is defined as learning that is planned, assessed, and analyzed by the person doing the learning. The benefits of self‐regulated learning are detailed in a review of the literature. A three‐stage model for the instructional process that promotes self‐regulated learning in adult learners is presented: (a) instructing learners about the thinking, feeling, and behaving patterns that enhance learning; (b) instructing learners about the processes for self‐regulating their thinking, feeling, and behaving; and (c) assigning activities that involve learners in self‐regulating their learning. Several examples of implementation of the model are provided.
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