Self-Regulation
Acquire knowledge and skill on their own
Motivationally
Behaviorally
Metacognitivly
Use of strategies to achieve academic goals
Self-regulated learning strategies
Self-efficacy perceptions of performance skill
Commitment to academic goals
Actions that help acquire skill that involve purpose
Methods:
Organizing Information
Transforming Information
Seeking Informaiton
Rehearsing Infromation
Use of Memory Aids
Perceptions about one's capabilities or implement actions which help to achieve skill of a task
Learner must know academic goal and perceptions of efficiacy
Triadic Reprocality
Personal Determinants
Environmental Determinants
Behavioral Determinants
Behavior
Environment
Covert
Self efficacy serves provides a measure that helps to regulate a learners ability to gain knowledge and expertise (Carver & Scheier, 1981)
Making environment conducive to learning
Changing environment to assist with learning
Metacognition
Ex. Checking homework for accuracy
Proactive measures to improve learning
Encouragement by teacher
Bandura (1977, 1986)
Relative strength and temporal patternining can affect the personal, environment, and behavioral influences, are altered by:
Personal efforts
Outcomes of behavioral performance
Changes in environment
Older, more experienced students can self-regulate learning better than younger counterparts
Reflection
Key variable affecting self-regulated learning (Bandura,1986)
Cyclic process (Zimmerman, 1989)
Reflects on performance
Learner sets goals, plans #
Learners analyze the task
Determine how to structure the task
Determine resources needed to accomplish goal
Instructors: Help learners map out effective strategies
Set short and long term goals
Fade the support away and allow learners to make plans by themselves
Leaners can reflect on performance through self-observation
Determine if strategies should change
Determine progress made on stated goals
Metacognitive analysis of performance #
Reflect on strategies used
Determine new strategies for next task
Involves three classes of subprocesses #
Self-observation
Self-Judgement
Self-Reaction
Depends on long term goals
Goals set on basis of time
Highly correlated to self-efficacy (Zimmerman, 1986)
Self-observation
Self-judgement
Self-reaction
Learners responses in the monitoring of their own performance
Influenced by self-efficacy, goal-setting, metacognitive planning, and behavioral influences
Two methods:
Verbal (written) reporting
Quantitative reporting
Learner's response in which they compare their performance with a goal or standard.
Examples of Self-judgement
Checking work
Rating answers to that of a key or another learner
Involves goal setting, metacognitive planning, self-efficacy perceptions
Not all self-reaction are favorable and increase self-regulated learning
Poor self-reactions can lead to apathy, withdrawal, or learned helplessness
Behavioral self-reactions
Personal self-reactions
Environmental self-reactions
Learners try to improved their specific learning responses
Learners try to enhance their personal processes during learning
Learners try to improve their learning environment
Modeling can improve self-efficacy for deficient learners
Verbal persuasion is an important form of social experience
Learning Strategies
Rehearsing/Memorizing
Reviewing records
Getting help from peer or tutor (social assistance) #
Change in environment (study in a more quiet location
Seek information
Go to a math tutor facility or writing center
Self-regulated learning is important to help foster in students by showing them tools that they can use. These tools can be opportunities for metacognition, and self-evaluation of performance, strategies, goals, etc. By encouraging learners to reflect on their process of learning, they can be motivated to realize that it is within their power to change.
References:
Bandura, A. (1977). Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 80(3), 329 - 339.