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SELF-REGULATED LEARNING & MOTIVATION. Michelle V. Hall, MA. WHAT IS SELF-REGULATION. Self-regulation refers to self-generated thoughts, feelings, and behaviors that are oriented to attaining goals (Zimmerman, B., 2000). Students can actively activate their cognition, motivation, & behavior.

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What is self regulation
WHAT IS SELF-REGULATION

Self-regulation refers to self-generated thoughts, feelings, and behaviors that are oriented to attaining goals (Zimmerman, B., 2000).

Students can actively activate their cognition, motivation, & behavior.


What is self regulation1
WHAT IS SELF-REGULATION

  • Not a mental ability, like intelligence

  • Not an academic skill

  • It’s a self-directive process that learners can use to transform their intrinsic mental abilities into academic skills.


Why self regulated learning
WHY SELF-REGULATED LEARNING

  • Helps all types of learners: adults, college students, youth learners, disabled, elementary students

  • Self-regulated learners are more likely to succeed academically and view their futures optimistically.

  • Learner-centered approach to teaching.

  • Is important in the development of lifelong learning skills.


Self regulated learner
SELF-REGULATED LEARNER

  • Is proactive in learning efforts:

    • Are aware of: strengths and limitations, best learning settings, what hinders learning

    • Guided by personally set goals and task-related strategies

  • Sets goals and monitor learning behavior

  • Self-reflects on the effectiveness of strategies

  • Monitoring & reflection enhances self-reflection and motivation to continue to improve learning



Forethought phase task analysis
FORETHOUGHT PHASE – TASK ANALYSIS

  • Goal setting – What do I need/want to learn? Decide on specific outcomes of learning.

  • Strategic planning - How will learning take occur? Selection of learning strategies or methods designed to attain the desired goals


Forethought phase self motivation beliefs
FORETHOUGHT PHASE – SELF-MOTIVATION BELIEFS

  • Self-efficacy beliefs – How do I learn? Can I learn? Beliefs about my personal capability to learn or perform

  • Intrinsic interest: Do I value the task? If value a task for own merits will continue efforts even in the absence of tangible rewards

  • Learning goal orientation: Why am I learning this? If focus on the process of learning rather than competitive outcomes will learn more effectively


Performance phase self control
PERFORMANCE PHASE: SELF-CONTROL

  • Refer to the deployment of specific methods or strategies that were selected during the forethought phase.

    • attention focusing – need for learners to protect their intentions from distractions

    • self-instruction – telling oneself how to proceed in a learning task


Self observation
SELF-OBSERVATION

  • Self-recording personal events or self-experimentation to find out the cause of these events.

  • These processes inform learners of their progress.

  • For example, if record the time it takes to perform a task; you are more likely to be aware of how effectively you are spending time


Reflection phase self judgment
REFLECTION PHASE - SELF-JUDGMENT

  • Self-evaluation: comparing self-observed performances against some standard, such as one’s prior performance, or feedback from an instructor.

  • Causal attribution: beliefs about the cause of one’s errors or successes. Attributing failure to limitations in ability may imply that efforts to improve will not be effective.

  • In contrast, attributing failure to poor processes, will sustain motivation because it implies that a different strategy may lead to success.

  • Self-regulated learners do the latter


Reflection phase self reaction
REFLECTION PHASE - SELF REACTION

  • Increased feelings of self-satisfaction enhance motivation, whereas decreases in self-satisfaction undermine further efforts to learn

  • Defensive responses: Withdrawing or avoiding opportunities to learn and perform, such as dropping a course or being absent for a test.

  • Adaptive reactions: Adjustments are designed to increase the effectiveness of one’s method of learning, such as discarding or modifying an ineffective learning strategy.


Coming full circle
COMING FULL CIRCLE

  • Favorable self-reactions cyclically enhance positive forethought about oneself as a learner; the phases tend to be self-sustaining

  • The forethought phase prepares the learner for and influences the effectiveness of the performance processes

  • The self-reflective processes influence subsequent forethought and prepare the learner for further learning efforts to achieve mastery


How do you do it
HOW DO YOU DO IT?

  • Use Metacognitive strategies

    • Keep an academic/learning journal

    • Set goals

    • Plan learning activities

    • Generate questions before, during and after reading

    • Do a task-analysis of a problem

    • Time management! Time management!


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