These experts also know quite a bit about the subject being studied — and the more they know, the easier it is to learn more. They understand different

　　learning tasks require different approaches. Further,

　　they have mastered adequate learning strategies and tactics. For example, they know how and when to skim and how and when to read for deep understanding.

　　Self­regulated learners are motivated by learning itself.

　　They find many tasks in school interesting because they value learning, not just performing well in the eyes of others. However, knowledge and motivation are not always enough. Self­regulated learners need will­power. They won't give up easily.

　　They know how to protect themselves from distractions — for example, what to do when attracted to stop working and have a cup of coffee.

　　A model of self­regulated learning. Phi Winne and Allyson Hadwin put forward a 4­stage model.

　　1. Analyzing the learning task. Learners examine whatever information they think is relevant in order to construct a sense of what the task is about, what resources are available, and how they feel about the work to be done.

　　2. Setting goals and devising plans. What goals for studying might you set for a quiz covering only one chapter

　　that counts just 3% toward your grade? Would your goals change if the test covered the last six chapters and counted 30% toward your course grade? Your goal in turn affects the shape of your plans for how to study. Is cramming (突击学习) the best approach? Is it a better plan to study a half­hour each day?

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