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Self-Regulation: Thinking About How Your Child Thinks . Sheronda Farrow & Amanda Slonaker VBCPS Psychological Services. Self-Regulation. What is self-regulation?

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self regulation thinking about how your child thinks

Self-Regulation: Thinking About How Your Child Thinks

Sheronda Farrow & Amanda Slonaker

VBCPS Psychological Services

self regulation

What is self-regulation?

  • “Self-regulation is an integrated learning process, consisting of the development of a set of constructive behaviors that affect one’s learning. These processes are planned and adapted to support the pursuit of personal goals in changing learning environments.” (National Resource Center on the Gifted and Talented; NRC/GT)
self regulation3

“The Self-Regulated Learner”

  • Compared with low achieving students, high achieving students more frequently:
    • Set specific learning goals
    • Use a variety of learning strategies
    • Self-monitor
    • Adapt their efforts systematically
self regulation and the gifted learner5
Self-regulation and the Gifted Learner

Use of Self-Regulation Strategies

self regulation and the gifted learner6
Self-regulation and the Gifted Learner
  • Effective Strategies
  • Types of Strategies
  • Number of Strategies
self regulation of behavior
Self-Regulation of Behavior
  • Involves students taking action to control their own resources around them
    • Time
    • Study environment
    • Use of others
      • Parents
      • Teachers
      • Peers

(Garcia & Pintrich, 1994; Zimmerman, 1989)

self regulation of motivation affect
Self-Regulation of Motivation & Affect
  • Involves controlling and changing motivation and affect to improve learning
    • Self-efficacy
    • Goal orientation
    • Emotions (e.g., anxiety)

(Zimmerman, 1989)

self regulation of cognition
Self-Regulation of Cognition
  • Involves the control of a variety of cognitive strategies for learning
    • Processing strategies

(Garcia & Pintrich, 1994; Zimmerman, 1989)

personal strategies
Personal Strategies

1. Organizing and Transforming Information

  • Outlining
  • Summarizing
  • Rearrangement of materials
  • Highlighting
  • Flashcards/ index cards
  • Draw pictures, diagrams, charts
  • Webs/mapping
personal strategies16
Personal Strategies
  • Goal setting and planning/standard setting
  • Sequencing, timing, completing
  • Time management and pacing
personal strategies17
Personal Strategies
  • Keeping records and monitoring
  • Note-taking
  • Lists of errors made
  • Record of marks
  • Portfolio, keeping all drafts of assignments
personal strategies18
Personal Strategies
  • Rehearsing and Memorizing
  • Mnemonic devices
  • Teaching someone else the material
  • Making sample questions
  • Using mental imagery
  • Using repetition
behavioral strategies
Behavioral Strategies
  • Self-evaluating (checking quality or progress)
  • Task analysis (What does the teacher want me to do? What do I want out of it?)
  • Self-instructions; enactive feedback
  • Attentiveness
behavioral strategies21
Behavioral Strategies
  • Self-consequating
  • Treats to motivate; self-reinforcement
  • Arrangement or imagination of punishments; delay of gratification
environmental strategies
Environmental Strategies
  • Environmental Structuring
  • Selecting or arranging the physical setting
  • Isolating/ eliminating or minimizing distractions
  • Break up study periods and spread them over time
environmental strategies24
Environmental Strategies
  • Seeking Information
  • Library resources
  • Internet resources
  • Reviewing cards
  • Rereading records, tests, textbooks
environmental strategies25
Environmental Strategies
  • Seeking Social Assistance
  • From peers
  • From teachers or other adults
  • Emulate exemplary models
self regulation strategies
Self-Regulation Strategies


developing your own plan
Developing Your Own Plan
  • Consider:
    • What works for other successful students?
    • What individual skills does your child need to develop personally to be successful?
    • Which of the strategies may work for you.

***Practice skills. Give your child scenarios and discuss the self-regulatory aspects.***

  • Guide child’s goals, expectations, and beliefs about oneself
    • Help your child frame information in positive light
    • Provide cues to use self-regulatory strategies
reflective dialogue
Reflective Dialogue
  • Promote reflective dialogue
    • Model think-aloud practices
    • Help your child practice reflective dialogue
corrective feedback
Corrective Feedback
  • Promote corrective feedback
    • Make goals clear and perceived as attainable.
    • Phrase feedback as statement about task/behavior, not about your child.
make connections
Make Connections
  • Help your child make connections between abstract concepts
    • Use examples your child has used
    • Use hands-on activities
    • Help your child separate relevant from irrelevant information
new experiences
New Experiences
  • Help your child link new experiences to prior learning
    • Use experiential learning activities
    • Help your child apply knowledge learned to other contexts
    • Integrate real-life examples with classroom information