Social Cognitive Self-Regulated Learning (Assumptions (Triadic…
Social Cognitive Self-Regulated Learning
One is self-regulated, "to the degree that they are metacognitively, motivationally, and behaviorally active participants in their own learning process" (Zimmerman, 1989, p. 329).
Metacognitive refers to the decision-making processes that regulate the selection and the use of various forms of knowledge.
Includes three important elements: self-regulated learning strategies, self-efficacy perceptions of performance skill, and commitment to academic goals (such as grades, social esteem, job opportunities) (Zimmerman, 1989).
Self-regulated learning strategies: "actions and p processes directed at acquiring information or skill that involve agency, purpose, and instrumentality perceptions by learners" (Zimmerman, 1989, p. 329).
Self-efficacy: "perceptions about one's capabilities to organize and implement actions necessary to attain designated performance of skill for specific tasks" (Zimmerman, 1989, p. 329).
Self-regulated learning must involve the use of specified strategies to achieve academic goals on the basis of self-efficacy perceptions (Zimmerman, 1989).
Triadic Reciprocality (from Bandura's 1977b & 1986 papers): self-regulated learning is not determined merely by personal processes but also by environmental and behavioral events in a reciprocal fashion.
Self-efficacy is a key variable affecting SRL. SE perceptions related to use of learning strategies and self-monitoring.
Positively related to learning outcomes such as persistence and choice as well as skill acquisition and academic achievement
Self-observation, self-judgment, and self-reaction are three important sub-processes of self-regulation (Bandura, 1986, in Zimmerman, 1989).
Self-regulative knowledge (of learning strategies or standards)
Self-reactions (determinants here are fractal to determinants of self-regulated learning)
"The effectiveness of each of the 14 self-regulated learning strategies described in Table 1 can be explained on the basis of the proposed triadic model. The purpose of each strategy is to improve students' self-regulation of their personal functioning, academic behavioral performance, and learning environment" (Zimmerman, 1989, p. 337).
Self-evaluating 2. Organizing and transforming 3. Goal-setting and planning 4. Seeking information 5. Keeping records and monitoring 6. Environmental structuring 7. Self-consequating 8. Rehearsing and memorizing 9. Seeking social assistance: peers (9), teachers (10), adults (11) 12. Reviewing records: notes (12), tests (13), textbooks (14) 15. Other
I really enjoyed reading this article and having a refresher on Zimmerman. I've read the article before! It brought me back to a podcast episode I heard recently on "Invisibilia" that touched on social norms and how they govern behavior. Betsy Levy Paluck studies norm engineering and has found in her examination of the influence of social media that it's not always our values or our convictions that influence our behavior but also (and often) our perceptions of others and our desire to "fit in." She says that the pull of social norms has a very strong pull on our behavior. It made me interested in whether this same kind of idea could be applied to the educational setting…could we engineer norms within an educational setting to help support students' self-regulated learning?