Thinking about self (other influences (Self regulated learning: "…
Thinking about self
Culture can play as much of a role as social influences
Difficult to figure out how much thinking about self influences our perception of self or changes the way people think about us
Self regulated learning: "actions
and processes directed at acquiring information or skill that
involve agency, purpose, and instrumentality perceptions by
learners." (Zimmerman, 1989, p. 329)
Nine strategies from Zimmerman: self-evaluating, organizing and transforming, goal setting and planning, eking info, keeping records, environment, rehearsing and memorizing, social, reviewing, and other
Self observation, judgment, and reactions
Self efficacy: perceptions about self and own abilities to perform specific skills and/or tasks
knowledge about self and own cognition
can be philosophical or psychological
Ways to approach learning and cognition as well as way to evaluate either of these
the world around us influences us and changes our perceptions; can be positive or negative
not studied much so hard to know just how much social factors influence the way we think about ourselves
can serve as a social-psychological function that assists people in
establishing and maintaining an appropriate situated identity." (Hacker and Bol, 2004, p. 282)
High awareness: sensitive to social and interpersonal cues (Hacker and Bol, 2004, p. 282)
Low awareness: More reflecting no matter the social situation
Reflection: I thought the articles this week tied in well with each other. I really liked the use of pop culture in the Hacker and Bol article. Both articles were relatable. I know that the more confident I am coming out a test, usually the worse I do. And this idea was echoed in the articles. I was overconfident in what I knew and overestimated my abilities.
The idea of self-efficacy is interesting to me. I used that as part of my Masters' project. To evaluate learning I had participants evaluate their self-efficacy on certain skills before a training scenario and after the scenario. It was interesting to see how some of the scores changed. The ones that people felt confident about went down the second time, and the skills they underestimated went up. I think phrasing evaluations in terms of self-efficacy is easier for students or participants to relate to. Looking at our confidence in our abilities is easier than trying to estimate what we know.
I think some of the overconfidence is because we don't want to think of ourselves as stupid. Or we don't realize how quickly even simple tasks can become complicated, causing us to not realize what we don't know. There isn't a way to know or anticipate everything. If we weren't confident in ourselves, knowledges, or abilities we wouldn't be able to do anything. I believe people are more open to learning when their confidence isn't overly high or overly low. When it's at either end of the spectrum people are too distracted to really pay attention or learn anything.
Reading Map Kim Vesey IDT 760
Hacker, D. J., & Bol, L. (2004). Considering the social-cognitive influences. Big Theories Revisited, 275-297.
Zimmerman, B. J. (1989). A social cognitive view of self-regulated academic learning. Journal of educational psychology, 81(3), 329.