As an educator, coach, or parent you know that some students seem to navigate their academic journey with ease while others face significant hurdles. The difference often lies not in their inherent ability but in their capacity for self-regulated learning (SRL). This set of skills allows students to take charge of their own learning process. Academic coaching provides a powerful, personalized framework to help students develop these essential skills, transforming their academic performance and empowering them for future success.
Self-regulated learning is an active process where students intentionally manage their thoughts and actions to successfully navigate their learning journey. Research shows that developing these skills leads to better academic performance and achievement (Xu et al., 2022). Through academic coaching, you can guide students to build the cognitive, metacognitive, and motivational strategies they need.
This article will explore how you can use academic coaching to cultivate self-regulated learning in your students, helping them develop skills that extend far beyond the classroom.
Academic coaching builds self-regulated learning by guiding students through three interconnected phases: forethought, performance, and self-reflection. A coach doesn’t give students the answers; instead, they provide the structure and support necessary for students to find their own solutions. This approach aligns with holistic educational frameworks that integrate SRL theory (Dunk & Craft, 2025).
1. Forethought (Planning and Goal-Setting)
In a coaching relationship, this phase is collaborative. The coach works with the student to set clear, achievable academic goals. Together, they break down large assignments, create study schedules, and select appropriate learning strategies. This empowers the student to approach their work with a clear plan, which is a key factor in reducing procrastination and improving outcomes (Valente et al., 2024).
2. Performance (Strategy and Monitoring)
During this phase, the student puts the plan into action. The coach’s role is to provide support and accountability, helping the student monitor their own progress and understanding. This might involve checking in on study goals or discussing which strategies are proving effective. Interventions focused on SRL reliably improve academic achievement across educational levels (Cheng et al., 2023).
3. Self-Reflection (Evaluation and Adaptation)
This final phase is where true growth happens. The coach facilitates a reflective conversation, helping the student evaluate their performance, understand their successes and challenges, and plan how to adapt their approach for the future. This closes the learning loop and builds metacognitive awareness, a skill significantly enhanced through coaching (Howlett, 2020).
Academic coaching is uniquely suited to develop specific, high-impact SRL skills. These include:
The personalized nature of academic coaching makes it a highly effective method for fostering self-regulated learning. Research confirms that one-on-one coaching interventions can significantly improve students’ academic outcomes and metacognitive skills.
Studies show that students who receive academic coaching demonstrate greater metacognitive awareness and strategic planning (Howlett, 2020). This structured support helps them bridge the gap between knowing what to do and actually doing it.
When coaches guide students in setting goals, managing time, and reflecting on their learning, students become more proactive and less prone to procrastination. This increased sense of control directly translates into better academic performance (Feraco, 2025). Coaching provides the accountability and encouragement many students need to build and sustain effective learning habits.
Academic coaching does more than just improve grades; it fosters resilience. When students learn how to set goals, overcome obstacles, and reflect on their progress, they develop a profound sense of agency. They learn that they are capable of tackling challenges and adapting to new situations.
These skills are invaluable not only in their academic careers but also in their future professional and personal lives. By coaching students in self-regulation, you are equipping them with a toolkit for lifelong learning and success.
Integrating academic coaching into your work can be a transformative experience for both you and your students. It centers on a partnership built on trust, reflection, and goal-oriented action.
Effective academic coaching follows a structured yet flexible process that mirrors the SRL cycle. It provides a framework for personalized support that can be adapted to any student’s needs.
You can begin implementing these coaching principles immediately. Start with a single student or a small group and follow these practical steps.
Begin with a conversation to understand the student’s current challenges and strengths. Ask questions about their study habits and time management. From there, work together to set one or two specific, short-term goals. For example, a goal might be, “I will use two retrieval-practice sessions weekly” (Ham, 2025).
Introduce one SRL strategy that directly supports their goal. If the student struggles with studying, you could model how to use retrieval practice with flashcards. Demonstrate the process and explain why it works, connecting it back to their goal. Explicitly teaching study strategies is a core component of effective SRL interventions (Dunk & Craft, 2025).
Support the student as they begin to use the new strategy. This could involve creating a shared study plan or scheduling brief check-in meetings. Use “implementation intentions” by asking, “When and where will you practice this new strategy?” This simple question dramatically increases follow-through.
After an assignment or exam, guide the student in a reflective conversation. Ask questions like:
This helps them internalize the learning process and close the SRL loop, preparing them for the next challenge.
Academic coaching offers a profound opportunity to make a meaningful impact on your students’ lives. By guiding them to develop self-regulated learning skills, you empower them to become confident, independent, and resilient learners.
Start small by integrating one or two coaching techniques into your interactions with students. Remember that the foundation of coaching is a supportive partnership. By asking thoughtful questions and encouraging reflection, you can help your students unlock their full potential and build a foundation for lifelong success.
Cheng, Z., Zhang, Z., Xu, Q., Maeda, Y., & Gu, P. (2023). A meta-analysis addressing the relationship between self-regulated learning strategies and academic performance in online higher education. Computers & Education, 201, 104825.
Dunk, J., & Craft, P. (2025). Developing a holistic approach to teaching biosciences using self-regulated learning theory. Advances in Physiology Education, 49(1), 45–58. https://doi.org/10.1152/advan.00072.2025
Feraco, T. (2025). Soft skills in high schools: Integrating self-regulated learning and social, emotional, and behavioral skills frameworks. Preprint. https://doi.org/10.31234/osf.io/w5tnr
Ham, P. (2025). An academic self-regulation program for first-generation students in occupational therapy: A preexperimental study. The Open Journal of Occupational Therapy, 13(1), Article 15. https://doi.org/10.15453/2168-6408.2254
Howlett, M. A. (2020). Investigating the effects of academic coaching on college students’ metacognition. Innovative Higher Education, 46, 189–207. https://doi.org/10.1007/s10755-020-09533-7
Valente, S., Monteiro, A. P., Lourenço, A. A., Dominguez-Lara, S., & Baños, R. (2024). Students’ self-regulated learning: The role of planning time management and procrastination. Preprints. https://doi.org/10.20944/preprints202412.0736.v1
Xu, Z., Zhao, Y., & Liew, J. (2022). A meta-analysis of the efficacy of self-regulated learning interventions on academic achievement in online and blended environments in K-12 and higher education. Behaviour & Information Technology, 42(15), 2695–2720. https://doi.org/10.1080/0144929X.2022.2151935
