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Reading Map 6 - Pauline Muljana (Reflection (To help improve learning…

- - - - Employ specific strategies
        
        Such as organizing/transmitting information, self-consequating (choose one's own consequences based on achievement or failure, seeking information, and rehearsing with a purpose or clear goals.
      - Based on self-efficacy perceptions
        
        One's perceptions on ability and capability to achieve an accomplishment.
  - - - Reciprocal but each one doesn't have equal strength
        
        The strength can be altered via self-regulation efforts, behavioral outcomes, and modification of environmental context (Bandura, 1986).
  - - - Reciprocal feedback loop
        
        Students with high self-efficacy demonstrate better learning strategies (Kurtz & Borkowski, 1984) and more self-monitoring (Diener & Dweck, 1978; Kuhl, 1985; Pearl, Bryan, Herzog, 1983).
        
        "Students' behavioral performance is assumed to influence their perceptions of self-efficacy, as well as the reverse" (Zimmerman, 1989, p. 331).
  - - - (2) Self-judgment
        
        (3) Self-reaction
  - - - Self-judgment
        
        Responses to systematically compare one's performance with a standard.
        
        Influenced by self-efficacy, goal setting, knowledge and self-observation
      - Self-reaction
        
        Responses associated with one's reaction to his/her own performance
        
        Reciprocally influenced by goal setting, self-efficacy, metacognitive planning and behavioral outcomes.
        
        Personal: to enhance personal processes
        
        Environmental: To improve learning environment
        
        Behavioral: to optimize learning responses
      - Self-observation
        
        "Students' responses that involve systematically monitoring their own performance" (Zimmerman, 1989, p.333).
        
        Influenced by self-efficacy, goal setting, metacognitive planning & behavioral influences
        
        E.g. verbal/writing reporting and recording of one's actions and reactions.
    - - Observing one's own behavior and (also compare) from enactive outcomes
        
        E.g. step-by-step directions, modeling, verbal persuasion, direct assistance, symbolic representation, and structure of learning context (Physical environment, etc).
    - - Goals
        
        Have to be proximal
        
        Can impact self-efficacy
      - Metacognitive processes
        
        Associated with long-term goals. Have to be "just-right" or reasonable goals: not to high nor too low.
      - Affect
        
        Influences metacognitive process, e.g. test anxiety
      - Knowledge
        
        Procedural
        
        How to use the strategies
        
        Conditional
        
        When and why to effective strategies
- - - - Different societies and educational environments at home and school will engender differences in metacognition.
  - - - High self-monitor people tend to be sensitive to social situation (Snyder, 1979)
        
        Their behaviors are predictable through understanding their situational characteristics and controlling their social situations.
      - Low self-monitoring people tend to be unresponsive to social situations (Snyder, 1979)
        
        Their behaviors are predictable through influencing their attitudes. This is challenging.
    - - Memory self-efficacy may be influenced by one's focus on being public self or private self and high or low self-monitor.
      - Self-reflection is mediated through one's belief about their memory (Cavanaugh et al., 1985)
        
        This belief can change and thus metacognitive judgments are not always reliable. However, it can be socially reinforced.
    - - Influence each other
      - Public self promotes a very different kind of self-presentation and private self promotes one kind of self perception.
      - Some people with public-self focus self-judge moderately although they have high knowledge.Some other escalate their self-judgment.
      - Influenced by culture
        
        For example, study conducted by Lundeberg & colleagues (2000)
  - - - Elaborations can enhance learning performance and thus affects self-efficacy and self-regulated learning
      - Gender differences in employing particular strategy in group.
      - Optimisticism can influence one's self efficacy and, in turn, can boost their self-regulation. (Zimmerman & Ringle, 1981)
    - - Social cues influence confidence judgement among low monitors.
        
        Low confident people tend to be affected by social influences.
      - Lowe performers tend to overestimate their capabilities and thus are less accurate with their predictions.
      - Social cues have a great impact on metamemory judgements (Carvalho & Yuzawa, 2001)
      - The pattern here signifies that low performers worry about their self-image and therefore use social aspect as a predicting method rather than using criteria for finding the gap.
    - - Social roles, positions, and identities
      - Mental representations of others
      - Presence of others
      - Social interaction and cognitive change
      - Cognition as social collaboration