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The article consolidates major theories on self-regulated learning (SRL) from research over the past four decades and introduces a six-point CREATE strategy. 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Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture ofSRL. I will argue that instructors must communicate proximal and long-term goals that have been negotiated by a community of learners, substantially reward all positive aspects of the learning process, judge and reward the learning process by assigning elaborative learning assessments, realistically attribute success and failure to appropriate processes, and tune ineffective strategies and goals to allow the curriculum to evolve in accordance with learner difficulty and success.  \nEnseigner aux apprenants la capacité d’autoréguler leur propre apprentissage est un idéal que poursuivent les chercheurs et les praticiens. Au cours des quarante dernières années, il y a eu surabondance d’études sur l’autorégulation de l’apprentissage dans la littérature sur la psychologie de l’éducation. Dans cet article, l’auteur tente de regrouper les principales théories tirées de cette documentation et de proposer une stratégie composée de six éléments contribuant à la création d’une culture de l’autorégulation. Il soutient que lesenseignants doivent communiquer les objectifs à court et à long terme convenus par les apprenants, reconnaître de façon marquée tous aspects positifs du processus d’apprentissage, évaluer et reconnaître ce processus endonnant des travaux élaborés afin de mesurer l’apprentissage, attribuer de façon réaliste les succès et les échecs aux processus appropriés et adapter les stratégies et buts inefficaces afin de permettre l’évolution du curriculum en tenant compte des difficultés et des réussites des apprenants.  \nKeywords  \nself-regulation; formative assessment; learning goals; attribution; deep processing  \nCover Page Footnote  \nI would like to thank Dr. Philip Winne for his mentorship and advice during the writing of this transcript.  \nThis essay/essai is available in The Canadian Journal for the Scholarship of Teaching and Learning: http://ir.lib.uwo.ca/cjsotl_rcacea/ vol2/iss2/6  \nEgan: CREATE a Culture of Self-Regulation  \nFor the past three decades educational research has focused on promoting selfregulated learning (SRL) to encourage students to bolster and self-support their own academic progress (Boekaerts, Pintrich, & Zeidner, 2000a; Schunk & Zimmerman, 2008) . Avast number of books and articles have been written on interactions between self-regulated learning and other variables including: motivation, technology, cognitive and metacognitive processes, and instructor-learner interactions (e.g., Bandura, 2001; Biswas, Leelawong, Schwartz, & Vye, 2005; Brown, Campione, & Day, 1981; Carver & Scheier, 1998; ","cbCaihndPrL6VGUs","https://ap.wps.com/l/cbCaihndPrL6VGUs","pdf",145279,17,"English","# Abstract\n# Keywords\n## CREATE strategy for SRL","[{\"question\":\"How does the article suggest evaluating learning?\",\"answer\":\"By judging and rewarding the learning process through elaborative learning assessments rather than relying only on outcomes.\"}]","The Canadian Journal for the Scholarship of Teaching and Learning - Vol. 2 - Issue 2 - Article 6 - Adjusting Curricular Design to \"CREATE\" a Culture of Self-Regulation | PDF",1792083217,43]