自律型学习者积极主动、自我激励，这使他们区别于同龄人。他们深深地投入到他们的学习经验中，并表现出一种一心一意追求成功的动机。这些学习者喜欢坐在教室的前排(Labuhn, Zimmerman， & Hasselhorn, 2010)，渴望回答被问到的问题，并寻找额外的资源来掌握内容。他们会找到各种方法来操纵学习环境，以满足自己的需要。研究表明，自我调节学习者更倾向于寻求辅导帮助或其他辅助手段和积极的学习环境(Labuhn et al.， 2010)。最近的一些研究证实了这一点，这些研究显示，自我调节学习者在学业评估和表现方面比同龄人有显著改善。这归功于他们的足智多谋和对学术目标的深入投入(Schunk & Zimmerman, 2007;齐默尔曼,2008)。Labuhn等人(2010)发现，与没有接受SRL指导的同龄人相比，接受过SRL技能培训的高中生更有可能取得更高水平的学业自我效能感，也有更高的表现水平。这强烈表明SRL策略是大多数学生取得学业成功的途径。动机似乎是控制自我调节学习的因素网络中的关键环节。具有成长心态的学生具有追求自主学习目标的内在动机。个人兴趣、期望满足感、价值观和奖励等激励因素激励着他们。据观察，当学生考虑一项学习活动时，他们应该为该活动付出多少努力，他们的兴趣和价值观是完成该活动的决定因素。如果学生没有看到完成任务的价值，那么他们就不太可能花太多时间设定目标和计划策略来完成任务。此外，拥有较高的自我效能感信念会增加自我调节策略的使用，从而导致学术成就的提高(Bouffard-Bouchard, et al.， 1991;齐默尔曼，马丁内斯-庞斯，1986)。个人偏好和内在动机决定着学生在完成一项学习任务时的努力程度和毅力，同时也决定着他们使用其他自我调节策略的程度。由此可见，自我调节与学习动机之间的循环关系是明显的，它对学生在课堂上的学习和成功的积极影响已被明确确立。
Self-regulated learners are proactive and self-motivated and this distinguishes them from their peers. They are deeply engaged in their learning experience and exhibit a single-minded motivation to be successful. These learners prefer to sit in the front row of the classroom (Labuhn, Zimmerman, & Hasselhorn, 2010), are eager to answer questions being asked and find additional resources to master the content. They find ways and means to manipulate their learning environment to suit their needs. Research shows that self-regulated learners are more likely to seek tutoring help or other aids and a positive learning environment (Labuhn et al., 2010). This has been validated by recent studies which shows a significant improvement on academic assessments and performance of self-regulated learners over their peers. This is attributed to their resourcefulness and deep engagement towards their academic goals (Schunk & Zimmerman, 2007; Zimmerman, 2008). Labuhn et al. (2010) found that high school students, who were taught SRL skills were more likely to achieve higher levels of academic self-efficacy and have higher performance levels compared to peers who did not receive SRL instruction. This strongly suggests that SRL strategies are the road to academic success for most students.Motivation seems to be the crucial link in the network of factors that controls self-regulated learning. Students with a growth mindset have the intrinsic motivation towards the pursuit of self-chosen learning goals. They are energized by motivational factors such as personal interest, expected satisfaction, values and rewards. It has been observed that when students consider a learning activity and the amount of effort they should put towards that activity, their interests and values are the deciding factors towards the completion of the activity . If students do not see value in completing the tasks, then they are less likely to spend much time setting goals and planning strategies to accomplish the tasks. In addition, having higher self-efficacy beliefs increases the use of self-regulation strategies which in turn leads to increases in academic achievement (Bouffard-Bouchard, et al., 1991; Zimmerman, & Martinez-Pons, 1986). Personal preference and intrinsic motivation steer the degree of effort and perseverance students employ in completing a learning task while also using other self-regulation strategies. Therefore, the cyclic correlation between self-regulation and motivation is evident and its positive impact on student learning and success in the classroom has been clearly established .