Model of Academic Competence and Motivation (MACM) Overview and Definitions Kevin S. McGrew. Ph.D. Educational Psychologis...
The current slides supplement the on-line background paper “ Beyond IQ: A Model of Academic Competence and Motivation ” (K...
IQ tests account for 40-50% of school achievement What accounts for the other 50-60 % of school achievement? How can half ...
School learning requires a “big picture” perspective Models of  School Learning
 
Masten (2003)
State Policies
State Policies
Teachers primary zone of influence State Policies <ul><li>Scheerens and Boskers (1997) scholarly review of multi-level res...
Consumers expectations do not stop at the door of academic achievement <ul><li>High quality education should teach young p...
<ul><li>State & district governance & organization </li></ul><ul><li>School demographic, culture, climate, policies & prac...
<ul><li>State & district governance & organization </li></ul><ul><li>School demographic, culture, climate, policies & prac...
Walberg’s theory of educational productivity (simplified)
Spearman on “conative” abilities (1927) “ The process of cognition cannot possibly be treated apart from those of  conatio...
“ When our scales measure the  nonintellective  as well as the intellectual factors in intelligence, they will more nearly...
“ The tendency to take and maintain a definite direction; the capacity to make adaptations for the purpose of attaining a ...
Child Competencies Cog/Ach Conative Affective <ul><li>What about these domains?  </li></ul><ul><li>Are they important/valu...
Diperna and Elliott (2000)
Student learning Motivational Orientations Self-Beliefs Interests & Attitudes Self-Regulation Strategies Social/Interperso...
Student learning <ul><li>Motivational Orientations & </li></ul><ul><li>Interests and Attitudes </li></ul><ul><li>Do I want...
Note: Affective domain from Snow model excluded   Model of Academic Competence and Motivation (MACM)
Conative  Abilities Orientations Towards Self (Motivations) Volitional Controls Orientations  Towards Others  (Social Abil...
Conative Abilities Orientations Towards Self (Motivations) Volitional  Controls Orientations  Towards Others  (Social Abil...
Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests &  Attitudes - Academic motivatio...
Orientations  Towards Others  (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relatio...
Figure 7:  Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded) Self-Awareness & Un...
Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & ...
Affective Traits and  Temperament Characteristic  Moods Impulse  Inhibition Emotionality Sociability Activity  Level Flow ...
<ul><li>Welcome </li></ul><ul><li>Mission and Goals </li></ul><ul><li>SEL Competencies </li></ul><ul><li>Projects and Init...
Collaborative for Academic, Social, Emotional Learning (CASEL) www.CASEL.org  (on-line)
Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests &  Attitudes - Academic motivatio...
Academic motivation An individuals  desire  (as reflected in approach, persistence, and level of interest) regarding acade...
Intrinsic motivation <ul><li>A person does an activity for the  sake of doing   it —for the enjoyment, fun or pleasure </l...
Academic goal orientation Theoretical/Conceptual Foundation Goal & Self-Worth Theory <ul><li>An individuals set of beliefs...
Academic goal orientation <ul><li>A  performance   goal orientation reflects a focus on: </li></ul><ul><ul><li>Concern for...
Academic goal orientation <ul><li>A  learning   goal orientation reflects a focus on:  </li></ul><ul><ul><li>Task completi...
Academic goal orientation:  Performance goals <ul><li>A  performance goal orientation  is often associated with  maladapti...
Academic goal orientation: Performance goals <ul><li>A focus on obtaining grades for grades'  </li></ul><ul><li>sake or ot...
Academic goal orientation: Learning goals <ul><li>A   learning goal orientation  is associated with more  adaptive  learni...
Academic goal orientation: Learning goals <ul><li>In general, students maintain a more positive and optimistic outlook, pe...
Academic goal setting An individual’s ability to set, prioritize and monitor progress towards appropriate and realistic sh...
Academic goal setting <ul><li>Ability to set, prioritize and monitor progress </li></ul><ul><li>towards short-term & long-...
Academic interests & attitudes An individual’s relatively  stable or enduring predisposition , positive affective orientat...
Academic interests & attitudes <ul><li>Tendency to persevere when working on specific academic tasks </li></ul><ul><li>Sta...
Academic self-concept <ul><li>An individual’s perception of  self-efficacy  in academic subjects  </li></ul><ul><li>Ground...
Academic self-concept <ul><li>External frames of reference  include  comparisons with school/class  averages or other lear...
Academic self-concept <ul><li>Self-concept  is a  general  view of self across  many areas of one’s life and abilities. </...
Academic self-concept Self-concept  is an individual’s  general composite view of self , based on self-knowledge and evalu...
Academic self-concept <ul><li>Self-concept  is related to: </li></ul><ul><ul><li>Positive social development,  </li></ul><...
Academic self-concept <ul><li>Self-concept has been consistently linked to  academic outcomes : </li></ul><ul><ul><li>Beli...
Academic self-concept <ul><li>Big-fish-little-pond effect </li></ul><ul><li>“ learners compare their own academic ability ...
Academic self-concept <ul><li>Big-fish-little-pond effect </li></ul><ul><li>•  When the average reference group is  higher...
Academic self-concept <ul><li>Learners with learning disabilities frequently (and spontaneously) compare themselves to the...
Academic self-concept <ul><li>Learners with learning disabilities, in general, may display academic self-concepts approxim...
Academic self-concept <ul><li>Clearly, some learners with  learning disabilities  pay a high emotional and social price fo...
Academic self-concept <ul><li>The adverse impact of repeated academic failure can result in: </li></ul><ul><li>Defensive p...
Academic self-concept <ul><li>Defensive self-protection strategies  may lead to: </li></ul><ul><ul><ul><li>•  Poor and inc...
Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests &  Attitudes - Academic motivatio...
Academic values An individual’s desire, preference, or “wanting” for certain academic goals and outcomes. Theoretical/Conc...
Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests &  Attitudes - Academic motivatio...
Locus of control <ul><li>An individual’s belief about the  perceived causes  (internal vs. external) for their success or ...
Locus of control <ul><li>Belief about the perceived causes for their success or failure.  </li></ul><ul><li>An  internal  ...
Locus of control <ul><li>Level of internality is correlated with  academic achievement  (teacher grades and tests) and the...
Locus of control <ul><li>An  external   orientation:  when perceived   success or failure is under the control of others, ...
Locus of control <ul><li>Learners with  mental retardation  may display an  external  locus of control associated with: </...
Academic self-efficacy <ul><li>Confidence in ability  to organize, do, and  control performance to solve a problem  or acc...
Academic self-efficacy An individuals confidence in their ability to organize, execute and regulate performance in order t...
Academic self-efficacy <ul><li>Academic outcome expectations  are a learner’s beliefs that specific behaviors will lead to...
Academic self-efficacy <ul><li>Of all the “self” constructs,  self-efficacy  may be the  most important  and powerful for ...
Academic self-efficacy <ul><li>It is a relatively  narrow and pure  construct that does not include the intermixing of oth...
Academic self-efficacy <ul><li>Associated with a broad range  </li></ul><ul><li>of positive outcomes: </li></ul><ul><ul><u...
Academic self-efficacy <ul><li>Academic self-efficacy has demonstrated a  </li></ul><ul><li>significant  causal influence ...
Academic self-efficacy <ul><li>Positive self-efficacy by itself, will not produce competent performance in the  absence  o...
Academic self-efficacy <ul><li>A learner’s  initial  sense of academic self-efficacy develops largely via a function of si...
Academic self-efficacy <ul><li>High levels of learner competition  encourage academic self-efficacy: </li></ul><ul><ul><ul...
Academic self-efficacy <ul><li>Positive and caring learning environments that provide accurate feedback and praise foster ...
Academic ability conception <ul><li>Social normative  grading and evaluation systems tend to: </li></ul><ul><ul><li>Foster...
Academic ability conception An individual’s beliefs, self-evaluation and self-awareness regarding their academic-related s...
Academic ability conception <ul><li>Even  young children  show clear signs of impairment when they encounter a series of s...
Academic ability conception <ul><li>At the  7-8  year level of developmental functioning,  significant changes  in ability...
Academic ability conception <ul><li>Two general ability conceptions  emerge at approximately the 7-8 year developmental le...
Academic ability conception <ul><li>Children with  learning disabilities  show an increased probability of effort-avoidanc...
Orientations  Towards Others  (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relatio...
Peer relationship behaviors <ul><li>Behaviors that increase the likelihood of making and keeping friends:   </li></ul><ul>...
Self-management behaviors <ul><li>Regulation and control of one’s  </li></ul><ul><li>own behavior  </li></ul><ul><ul><ul><...
Academic related behaviors <ul><li>Behaviors that increase success  </li></ul><ul><li>in academic learning </li></ul><ul><...
Compliance behaviors <ul><li>Behaving in accordance with rules  </li></ul><ul><li>and expectations </li></ul><ul><ul><ul><...
Assertion behaviors <ul><li>Ability to appropriately express personal thoughts, feelings, opinions and rights. </li></ul><...
Social ineptness behaviors <ul><li>A lack of positive peer relationship behaviors that results in peer rejection </li></ul...
Undersocialized aggressive conduct behaviors <ul><li>Externally directed antisocial behaviors reflecting a lack of respect...
Attention deficit behaviors <ul><li>Difficulty with focused attention to the immediate environment and acting hastily with...
Oppositional defiant behaviors <ul><li>Behaviors reflecting disobedience, negativity, and provocation </li></ul><ul><ul><u...
Withdrawn & unresponsive behaviors <ul><li>Behaviors reflecting decreased interaction and active participation in the imme...
Orientations  Towards Others  (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relatio...
Figure 7:  Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded) Self-Awareness & Un...
Social goal setting Setting of goals to achieve specific social outcomes (e.g., making friends) or to interact with others...
Social sensitivity <ul><li>An individual’s ability to correctly interpret the meaning of a social object or event </li></u...
Social insight <ul><li>Ability to understand the underlying processes of social events and to make evaluative judgments.  ...
Planning & activation strategies The metacognitive processes involved in  setting  initial goals and  activating  prior do...
Control & regulation strategies The metacognitve processes involved in  selecting and adapting  cognitive strategies to re...
Social Communication <ul><li>An ability to intervene successfully in social situations and influence the behaviors of othe...
Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & ...
Monitoring strategies The metacognitive processes involved in  self-awareness  of personal cognition and the  monitoring  ...
Reaction & reflection strategies The metacognitive processes involved in  self-judging  and making  causal attributions  t...
Self-regulated learning <ul><li>Helping all children become adaptive self-regulated learners appears to be a good thing </...
Self-regulated learning <ul><li>Just because a student is capable of using self-regulated learning skills doesn’t mean he/...
Self-regulated learning <ul><li>SRL  use has been associated with higher  working memory functioning  (and associated proc...
Self-regulated learning <ul><li>SRL  may be based on a limited set of cognitive resources that can be  depleted  over time...
Self-regulated learning <ul><li>Becoming distracted by other thoughts (avoidance behaviors)  may interfere with SRL </li><...
Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & ...
Affective Traits and  Temperament Characteristic  Moods Impulse  Inhibition Emotionality Sociability Activity  Level Flow ...
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Beyond IQ: Model of Academic Competence and Motivation (MACM)

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The current slides supplement the on-line background paper “Beyond IQ: A Model of Academic Competence and Motivation” (Kevin McGrew, 2008), which is presented in the form of an Institute for Applied Psychometrics (IAP) Evolving Web of Knowledge (EWOK).

All materials are part of the Beyond IQ Project, which is housed at IQ’s Corner Blog

www.intelligencetesting.blogspot.com
http://tinyurl.com/3ygdsw

Updates and announcements can be found by routinely monitoring IQ’s Corner Blog.

These slides can be used without permission for educational and training purposes (not commercial use or for-profit activities)

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Beyond IQ: Model of Academic Competence and Motivation (MACM)

  1. 1. Model of Academic Competence and Motivation (MACM) Overview and Definitions Kevin S. McGrew. Ph.D. Educational Psychologist Director Institute for Applied Psychometrics (www.iapsych.com)
  2. 2. The current slides supplement the on-line background paper “ Beyond IQ: A Model of Academic Competence and Motivation ” (Kevin McGrew, 2008), which is presented in the form of an Institute for Applied Psychometrics (IAP) Evolving Web of Knowledge (EWOK). All materials are part of the Beyond IQ Project , which is housed at IQ’s Corner Blog www.intelligencetesting.blogspot.com http://tinyurl.com/3ygdsw Updates and announcements can be found by routinely monitoring IQ’s Corner Blog. These slides can be used without permission for educational and training purposes (not commercial use or for-profit activities)
  3. 3. IQ tests account for 40-50% of school achievement What accounts for the other 50-60 % of school achievement? How can half of all individuals, at any IQ level, achieve above their IQ score ? What are the untapped achievement “levers” for some of our students?
  4. 4. School learning requires a “big picture” perspective Models of School Learning
  5. 6. Masten (2003)
  6. 7. State Policies
  7. 8. State Policies
  8. 9. Teachers primary zone of influence State Policies <ul><li>Scheerens and Boskers (1997) scholarly review of multi-level research studies ( The </li></ul><ul><li>Foundations of Educational Effectiveness ) </li></ul><ul><li>60% of achievement differences due to differences in child characteristics </li></ul>
  9. 10. Consumers expectations do not stop at the door of academic achievement <ul><li>High quality education should teach young people to: </li></ul><ul><li>Interact in socially skilled and respectful ways </li></ul><ul><li>Practice positive, safe, and healthy behaviors </li></ul><ul><li>Contribute ethically and responsibly to their peer group, </li></ul><ul><li>family, school, and community </li></ul><ul><li>Possess basic competencies, work habits, and values as </li></ul><ul><li>a foundation for meaningful employment and engaged </li></ul><ul><li>citizenship </li></ul><ul><li>(Greenberg et al., 2003, p. 467) </li></ul>
  10. 11. <ul><li>State & district governance & organization </li></ul><ul><li>School demographic, culture, climate, policies & practice </li></ul><ul><li>Home & community contexts </li></ul><ul><li>Design & delivery of curriculum & instruction </li></ul><ul><li>Classroom practices </li></ul>Influence Walberg’s Model of Educational Productivity <ul><li>Which potentially modifiable non-cognitive learner characteristics have demonstrated empirical links to improved student learning? </li></ul><ul><li>Which potentially modifiable non-cognitive learner characteristics (with demonstrated empirical links to improved student learning) have been identified as valued educational outcomes? </li></ul><ul><li>Learner characteristics </li></ul><ul><li>Cognitive or conceptual </li></ul><ul><li>Non-cognitive </li></ul>Key Questions Student learning
  11. 12. <ul><li>State & district governance & organization </li></ul><ul><li>School demographic, culture, climate, policies & practice </li></ul><ul><li>Home & community contexts </li></ul><ul><li>Design & delivery of curriculum & instruction </li></ul><ul><li>Classroom practices </li></ul>Influence Walberg’s Model of Educational Productivity <ul><li>Learner characteristics </li></ul><ul><li>Cognitive or conceptual </li></ul><ul><li>Non-cognitive </li></ul>Which potentially modifiable non-cognitive learner characteristics have demonstrated empirical links to improved student learning? <ul><li>Academic motivational orientations </li></ul><ul><li>Academic self-beliefs </li></ul><ul><li>Academic interests and attitudes </li></ul><ul><li>Self-regulated learning strategies </li></ul><ul><li>Social/Interpersonal abilities </li></ul>Student learning
  12. 13. Walberg’s theory of educational productivity (simplified)
  13. 14. Spearman on “conative” abilities (1927) “ The process of cognition cannot possibly be treated apart from those of conation and affection , seeing that all these are but inseparable aspects in the instincts and behavior of a single individual, who himself, as the vary name implies, is essentially indivisible” (p. 2)
  14. 15. “ When our scales measure the nonintellective as well as the intellectual factors in intelligence, they will more nearly measure what in actual life corresponds to intelligent behavior ” (p. 103) David Wechsler (1944) on “Non-intellective factors”
  15. 16. “ The tendency to take and maintain a definite direction; the capacity to make adaptations for the purpose of attaining a desired end; and the power of auto-criticism” (translation by Terman, 1916, p. 45). All three of these phrases refer at least as much to conative processes and attitudes as to reasoning powers. Binet's concept of intelligence was much like Snow's concept of aptitudes (p. 5). Binet’s definition of Intelligence (Corno et al, 2002)
  16. 17. Child Competencies Cog/Ach Conative Affective <ul><li>What about these domains? </li></ul><ul><li>Are they important/valued? </li></ul>
  17. 18. Diperna and Elliott (2000)
  18. 19. Student learning Motivational Orientations Self-Beliefs Interests & Attitudes Self-Regulation Strategies Social/Interpersonal Abilities Psychomotor Abilities Cognitive Abilities Model of Academic Competence and Motivation broad domains Learner Characteristics Outcome Model of Academic Competence and Motivation (MACM)
  19. 20. Student learning <ul><li>Motivational Orientations & </li></ul><ul><li>Interests and Attitudes </li></ul><ul><li>Do I want to do this activity and why? </li></ul><ul><li>Does she/he want to do this activity and why? </li></ul><ul><li>Self-Beliefs </li></ul><ul><li>Can I do this activity? </li></ul><ul><li>Does she/he believe she/he can do this activity? </li></ul><ul><li>Self-Regulation Strategies </li></ul><ul><li>What do I need to do to succeed? </li></ul><ul><li>What does she/he need to recognize to succeed? </li></ul><ul><li>Social/Interpersonal Abilities </li></ul><ul><li>How do I need to behave towards others to succeed? </li></ul><ul><li>How does she/he need to behave towards others to succeed? </li></ul>Model of Academic Competence and Motivation (MACM)
  20. 21. Note: Affective domain from Snow model excluded Model of Academic Competence and Motivation (MACM)
  21. 22. Conative Abilities Orientations Towards Self (Motivations) Volitional Controls Orientations Towards Others (Social Ability) Motivational Orientation Self- Beliefs Interests & Attitudes Cognitive (Social Aware- ness) Behavioral Self- Regulation Conative Styles - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles &quot;Do I want to do this activity and why?&quot; &quot;Can I do this activity?&quot; &quot;What do I need to do to succeed?&quot; &quot;How do I need to behave towards others to succeed?&quot;
  22. 23. Conative Abilities Orientations Towards Self (Motivations) Volitional Controls Orientations Towards Others (Social Ability) Motiv. Orient. Self- Beliefs Interests & Attitudes Cognitive (Social Aware.) Behavioral Self- Regulation Conative Styles - Ach Motivation - Intrinsic Mot. - Ach. Goal Orient - Self Efficacy (esp. cog/acad) - Self-Concept (esp. cog/acad) - Self-Development (attributions - locus of control) - Subject matter interests - Values - Career Orient. - Study Skills and Learning Strat - Thinking Dispos. - Action Orient. - Action Controls - Learning - Work & Mot - Defensive Proscial Behaviors - cooperation - following rules - assertion - communication - etc Problem / Maladaptive Behavior - Personal (intra-pun- ative) ...........etc - Social (extra-pun- - Sensitivity - Insight - Comm. - Self-aware. & understanding ESAF-Essential Student Academic Facilitators Physical Domain excluded from page Cognitive Abilities Thinking Abilities Cognitive Efficiency Acquired Knowledge Gf Glr Gv Ga Grw Gq Gk Gsm Gs WJ III Affective Traits and Temperament Characteristic Moods Impulse Inhibition Emotion- ality Sociability Activity Level Flow Typical Affect Feelings of Constraint
  23. 24. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values &quot;Do I want to do this activity and why?&quot; &quot;Can I do this activity?&quot;
  24. 25. Orientations Towards Others (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding &quot;How do I need to behave towards others to succeed?&quot;
  25. 26. Figure 7: Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded) Self-Awareness & Understanding Social Ability--Cognitive (Social Awareness) Social Sensitivity Social Insight Social Communication Social Goal Setting
  26. 27. Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles &quot;What do I need to do to succeed?&quot;
  27. 28. Affective Traits and Temperament Characteristic Moods Impulse Inhibition Emotionality Sociability Activity Level Flow Typical Affect Feelings of Constraint
  28. 29. <ul><li>Welcome </li></ul><ul><li>Mission and Goals </li></ul><ul><li>SEL Competencies </li></ul><ul><li>Projects and Initiatives </li></ul><ul><li>Assessments </li></ul>
  29. 30. Collaborative for Academic, Social, Emotional Learning (CASEL) www.CASEL.org (on-line)
  30. 31. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values &quot;Do I want to do this activity and why?&quot; &quot;Can I do this activity?&quot;
  31. 32. Academic motivation An individuals desire (as reflected in approach, persistence, and level of interest) regarding academic subjects when the individuals competence is judged against a standard of performance or excellence . Theoretical/Conceptual Foundation Need for Achievement Theory
  32. 33. Intrinsic motivation <ul><li>A person does an activity for the sake of doing it —for the enjoyment, fun or pleasure </li></ul><ul><ul><li>Not because it will produce a reward </li></ul></ul>Theoretical/Conceptual Foundation Intrinsic Motivation, Self-Determination & Self-Worth Theory
  33. 34. Academic goal orientation Theoretical/Conceptual Foundation Goal & Self-Worth Theory <ul><li>An individuals set of beliefs that reflect the reasons they approach and engage in academic and learning tasks. </li></ul><ul><ul><li>Two general types: </li></ul></ul><ul><ul><ul><li>Learning goal orientation </li></ul></ul></ul><ul><ul><ul><li>Performance goal orientation </li></ul></ul></ul>
  34. 35. Academic goal orientation <ul><li>A performance goal orientation reflects a focus on: </li></ul><ul><ul><li>Concern for personal ability </li></ul></ul><ul><ul><li>Social comparison with others </li></ul></ul><ul><ul><li>Concern for perception of others </li></ul></ul><ul><ul><li>Desire for public recognition </li></ul></ul><ul><ul><li>Need to avoid looking incompetent </li></ul></ul>
  35. 36. Academic goal orientation <ul><li>A learning goal orientation reflects a focus on: </li></ul><ul><ul><li>Task completion </li></ul></ul><ul><ul><li>Understanding </li></ul></ul><ul><ul><li>Learning </li></ul></ul><ul><ul><li>Mastery </li></ul></ul><ul><ul><li>Solving problems </li></ul></ul><ul><ul><li>Developing new skills </li></ul></ul>
  36. 37. Academic goal orientation: Performance goals <ul><li>A performance goal orientation is often associated with maladaptive learning behaviors which include: </li></ul><ul><li>Hiding self-perceived incompetence </li></ul><ul><li>Self-handicapping </li></ul><ul><li>Greater worry and anxiety </li></ul><ul><li>Increased behavior problems </li></ul><ul><li>A concern for establishing superiority relative to others </li></ul><ul><li>(continued…) </li></ul>
  37. 38. Academic goal orientation: Performance goals <ul><li>A focus on obtaining grades for grades' </li></ul><ul><li>sake or other external reasons, </li></ul><ul><li>Less adaptive subsequent motivation, </li></ul><ul><li>Negative self-evaluations and affect, </li></ul><ul><li>Poorer and disorganized strategy use </li></ul><ul><li>Poorer academic performance. </li></ul>
  38. 39. Academic goal orientation: Learning goals <ul><li>A learning goal orientation is associated with more adaptive learning behaviors: </li></ul><ul><li>Positive affect (e.g., pride and satisfaction) </li></ul><ul><li>Higher levels of efficacy, interest, task effort and engagement </li></ul><ul><li>The use of more creative and deep self-regulatory learning strategies </li></ul><ul><li>Better academic performance. </li></ul>
  39. 40. Academic goal orientation: Learning goals <ul><li>In general, students maintain a more positive and optimistic outlook, persevere, and demonstrate the ability to be flexible in their problem solving strategies. </li></ul>
  40. 41. Academic goal setting An individual’s ability to set, prioritize and monitor progress towards appropriate and realistic short-(proximal) and long-term (distal) academic goals that serve to direct attention, effort, energy and persistence toward goal-relevant activities (and away from goal-irrelevant activities). Theoretical/Conceptual Foundation Goal Setting Theory
  41. 42. Academic goal setting <ul><li>Ability to set, prioritize and monitor progress </li></ul><ul><li>towards short-term & long-term academic goals </li></ul><ul><li>Direct attention & energy toward goal-relevant </li></ul><ul><li>activities </li></ul>Theoretical/Conceptual Foundation Goal Setting Theory
  42. 43. Academic interests & attitudes An individual’s relatively stable or enduring predisposition , positive affective orientation, and tendency to persevere when working on certain specific academic content or task domains. Theoretical/Conceptual Foundation Interest Theory
  43. 44. Academic interests & attitudes <ul><li>Tendency to persevere when working on specific academic tasks </li></ul><ul><li>Stable or enduring predisposition ; positive affective orientation </li></ul>Theoretical/Conceptual Foundation Interest Theory
  44. 45. Academic self-concept <ul><li>An individual’s perception of self-efficacy in academic subjects </li></ul><ul><li>Grounded primarily in self-worth theory </li></ul>
  45. 46. Academic self-concept <ul><li>External frames of reference include comparisons with school/class averages or other learners. </li></ul><ul><li>An internal frame of reference includes comparisons with self in different academic domains at a given time, comparisons with self in the same academic domain across time, and comparisons to self-generated goals and aspirations. </li></ul>
  46. 47. Academic self-concept <ul><li>Self-concept is a general view of self across many areas of one’s life and abilities. </li></ul><ul><li>Academic self-concept is one’s perception of their own ability and satisfaction in academic subjects. </li></ul>Theoretical/Conceptual Foundation Self-Worth Theory
  47. 48. Academic self-concept Self-concept is an individual’s general composite view of self , based on self-knowledge and evaluation of value or worth of ones own capabilities, across a multidimensional set of domain specific-perceptions. Academic self-concept is an individual’s perception of self-efficacy and satisfaction in academic subjects. Theoretical/Conceptual Foundation Self-Worth Theory
  48. 49. Academic self-concept <ul><li>Self-concept is related to: </li></ul><ul><ul><li>Positive social development, </li></ul></ul><ul><ul><li>Ethnic identity development, </li></ul></ul><ul><ul><li>Positive peer and parent interactions and relationships, </li></ul></ul><ul><ul><li>Insulation against the development of a deviant identity and delinquent and problem behaviors, </li></ul></ul><ul><ul><li>Less anxiety and depression, and </li></ul></ul><ul><ul><li>Greater satisfaction with life. </li></ul></ul>
  49. 50. Academic self-concept <ul><li>Self-concept has been consistently linked to academic outcomes : </li></ul><ul><ul><li>Believed to influence future academic motivation </li></ul></ul><ul><ul><li>Academic self-concept is more consistently correlated with grades and less consistently correlated with test scores . </li></ul></ul><ul><ul><ul><ul><li>Grades are believed to be more influenced by motivation and volition </li></ul></ul></ul></ul>
  50. 51. Academic self-concept <ul><li>Big-fish-little-pond effect </li></ul><ul><li>“ learners compare their own academic ability with that of their peers and then use this social comparison impression as one basis for the formation of their academic self-concept” </li></ul><ul><li>(Byrne, 2002). </li></ul>
  51. 52. Academic self-concept <ul><li>Big-fish-little-pond effect </li></ul><ul><li>• When the average reference group is higher in ability, learners often experience a decrease in academic self-concept </li></ul><ul><li>• T he less capable learners judge themselves as less capable than their more competent peers </li></ul>
  52. 53. Academic self-concept <ul><li>Learners with learning disabilities frequently (and spontaneously) compare themselves to their non-disabled peers, and see themselves as “less-than” </li></ul><ul><li>These learners display decreases in academic self-concept over time </li></ul><ul><li>Learners with learning disabilities may make relatively accurate self-evaluations of their personal strengths and weaknesses </li></ul>
  53. 54. Academic self-concept <ul><li>Learners with learning disabilities, in general, may display academic self-concepts approximately 1.3 standard deviations lower than learners without disabilities. </li></ul><ul><li>Academic self-concept may vary as a function of the specific education setting of the learner with a learning disability. </li></ul>
  54. 55. Academic self-concept <ul><li>Clearly, some learners with learning disabilities pay a high emotional and social price for their poor achievement (Gresham, 1988). </li></ul><ul><li>Samples of college learners with learning disabilities report lower academic self-concepts when compared to their university peers. </li></ul>
  55. 56. Academic self-concept <ul><li>The adverse impact of repeated academic failure can result in: </li></ul><ul><li>Defensive pessimism: Maintaining unrealistically low expectations for success; discounting the importance and importance of success </li></ul><ul><li>Self-worth protection: A general approach of not expending effort so that failure can be attributed to ambiguous causes rather than personal inadequacies </li></ul><ul><li>Self-handicapping: Creating an impediment that serves as an excuse for possible failure—e.g., procrastination, poor health. </li></ul>
  56. 57. Academic self-concept <ul><li>Defensive self-protection strategies may lead to: </li></ul><ul><ul><ul><li>• Poor and inconsistent long-term achievement, </li></ul></ul></ul><ul><ul><ul><li>• Lower academic interest and motivation, </li></ul></ul></ul><ul><ul><ul><li>• Negative affective consequences (e.g., increased anxiety, decreased life satisfaction), and </li></ul></ul></ul><ul><ul><ul><li>• Less self-regulated learning. </li></ul></ul></ul><ul><li>It has been suggested that defensive failure-avoidant strategies may be most prevalent in competitive (vs. cooperative) learning environments. </li></ul>
  57. 58. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values &quot;Do I want to do this activity and why?&quot; &quot;Can I do this activity?&quot;
  58. 59. Academic values An individual’s desire, preference, or “wanting” for certain academic goals and outcomes. Theoretical/Conceptual Foundation Interest Theory
  59. 60. Orientations Towards Self (Motivations) Motivational Orientation Self- Beliefs Interests & Attitudes - Academic motivation - Intrinsic motivation - Academic goal orientation - Academic goal setting - Locus of Control - Academic self- efficacy - Academic self- concept - Academic ability conception - Academic interests & attitudes - Academic values &quot;Do I want to do this activity and why?&quot; &quot;Can I do this activity?&quot;
  60. 61. Locus of control <ul><li>An individual’s belief about the perceived causes (internal vs. external) for their success or failure. </li></ul><ul><ul><li>Internal attribution orientation is present when an individual perceives their success or failure as contingent on their own behavior and due to relatively permanent personal characteristics. </li></ul></ul><ul><ul><li>External orientation is present when success or failure is perceived as being under the control of others, unpredictable, and the result of luck, chance or fate. </li></ul></ul>Theoretical/Conceptual Foundation Self-efficacy & Attribution Theories
  61. 62. Locus of control <ul><li>Belief about the perceived causes for their success or failure. </li></ul><ul><li>An internal attribution: when perceived success or failure as contingent on behavior and due to permanent personal characteristics . </li></ul>Theoretical/Conceptual Foundation Self-efficacy & Attribution Theories
  62. 63. Locus of control <ul><li>Level of internality is correlated with academic achievement (teacher grades and tests) and the degree of effort a learner invests in free-time intellectual and learning activities. </li></ul><ul><li> High internals are better able to defer gratification, adopt a long-term future-oriented perspective, and are more persistent when faced with difficult and challenging tasks. </li></ul>
  63. 64. Locus of control <ul><li>An external orientation: when perceived success or failure is under the control of others, unpredictable, and the result of luck, chance or fate. </li></ul>
  64. 65. Locus of control <ul><li>Learners with mental retardation may display an external locus of control associated with: </li></ul><ul><ul><li>Learned helplessness </li></ul></ul><ul><ul><li>Lower levels of personal responsibility, self-reliance, and self-regulated learning </li></ul></ul>
  65. 66. Academic self-efficacy <ul><li>Confidence in ability to organize, do, and control performance to solve a problem or accomplish a task </li></ul><ul><li>Academic self-efficacy is a conviction that one can successfully achieve at a designated level in a specific academic domain. </li></ul>Theoretical/Conceptual Foundation Control Theory
  66. 67. Academic self-efficacy An individuals confidence in their ability to organize, execute and regulate performance in order to solve a problem or accomplish a task at a designated level of competence. Academic self-efficacy refers to an individual's conviction that they can successfully achieve at a designated level in a specific academic domain. Theoretical/Conceptual Foundation Control Theory
  67. 68. Academic self-efficacy <ul><li>Academic outcome expectations are a learner’s beliefs that specific behaviors will lead to certain outcomes (e.g., “If I do homework my grades will improve”). </li></ul><ul><li>Academic efficacy expectations are a learner’s beliefs in their ability to perform the necessary behaviors to produce a certain outcome (e.g., “I have enough motivation to study hard for this test”). </li></ul>
  68. 69. Academic self-efficacy <ul><li>Of all the “self” constructs, self-efficacy may be the most important and powerful for predicting and explaining specific behavior and outcomes. </li></ul>
  69. 70. Academic self-efficacy <ul><li>It is a relatively narrow and pure construct that does not include the intermixing of other “self” constructs (e.g., competence, esteem) </li></ul><ul><li>Research suggests it is easier to change a learner’s self-efficacy toward specific academic domains than it is to change a learner’s general self-concept . </li></ul>
  70. 71. Academic self-efficacy <ul><li>Associated with a broad range </li></ul><ul><li>of positive outcomes: </li></ul><ul><ul><ul><li>Academic achievements, </li></ul></ul></ul><ul><ul><ul><li>Athletic performance, </li></ul></ul></ul><ul><ul><ul><li>Social skills, </li></ul></ul></ul><ul><ul><ul><li>Career choices and aspirations, </li></ul></ul></ul><ul><ul><ul><li>Efficient study habits, </li></ul></ul></ul><ul><ul><ul><li>Pain tolerance, </li></ul></ul></ul><ul><ul><ul><li>Coping with feared events, and </li></ul></ul></ul><ul><ul><ul><li>Recovery from heart attacks </li></ul></ul></ul>
  71. 72. Academic self-efficacy <ul><li>Academic self-efficacy has demonstrated a </li></ul><ul><li>significant causal influence on: </li></ul><ul><ul><ul><ul><ul><li>Academic motivation, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Learning, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Achievement vis-à-vis a learner’s effort, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Cognitive engagement, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Use of self-regulatory strategies, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Goal setting and pursuit, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Adoption of a learning goal orientation, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Higher intrinsic motivation, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Persistence, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Self-esteem, and </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Expectation of future success </li></ul></ul></ul></ul></ul>
  72. 73. Academic self-efficacy <ul><li>Positive self-efficacy by itself, will not produce competent performance in the absence of pre-requisite skills and knowledge (Wentzel, 1999). </li></ul>
  73. 74. Academic self-efficacy <ul><li>A learner’s initial sense of academic self-efficacy develops largely via a function of similar prior learning experiences and perceived ability on similar tasks. </li></ul><ul><li>Academic self-efficacy is subsequently refined through continued success and/or failure on similar tasks and feedback from the environment . </li></ul>
  74. 75. Academic self-efficacy <ul><li>High levels of learner competition encourage academic self-efficacy: </li></ul><ul><ul><ul><li>• Norm and social-referenced grading, </li></ul></ul></ul><ul><ul><ul><li>• Effort-based progress feedback has been associated with detrimental effects on self-efficacy, particularly among low achieving learners. </li></ul></ul></ul><ul><li>These instructional and environmental variables share a common focus of providing information to the learner about their abilities and progress. </li></ul>
  75. 76. Academic self-efficacy <ul><li>Positive and caring learning environments that provide accurate feedback and praise foster the development of accurate self-efficacy beliefs. </li></ul>
  76. 77. Academic ability conception <ul><li>Social normative grading and evaluation systems tend to: </li></ul><ul><ul><li>Foster the more vulnerable and maladaptive view of academic ability as a fixed trait. </li></ul></ul><ul><ul><li>Learners with an entity view of academic abilities tend to choose the less desirable academic performance goal orientation rather than a learning goal orientation (which is associated with the incremental view of abilities). </li></ul></ul>
  77. 78. Academic ability conception An individual’s beliefs, self-evaluation and self-awareness regarding their academic-related skills and abilities. Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  78. 79. Academic ability conception <ul><li>Even young children show clear signs of impairment when they encounter a series of salient, visible failures (such as jigsaw puzzles they cannot complete) or when they meet with criticism for their performance” (Dweck, 2002) </li></ul><ul><li>Buffering young children, particularly those at risk for significant and powerful early learning failure experiences (e.g., learners with disabilities), would appear to be an important educational goal. </li></ul>
  79. 80. Academic ability conception <ul><li>At the 7-8 year level of developmental functioning, significant changes in ability conception occur </li></ul><ul><li>At this age ability conceptions become defined more as an internal quality, more consistent with external sources (adults), and is the result of greater self-criticism and social normative comparisons </li></ul>
  80. 81. Academic ability conception <ul><li>Two general ability conceptions emerge at approximately the 7-8 year developmental level and become crystallized at approximately the 10-12 year level. </li></ul><ul><ul><li>• T rait-oriented system : where learners’ view their abilities as relatively fixed internal quantities </li></ul></ul><ul><ul><li>• P rocess-oriented system : focuses on the view that ability can be developed and that effort and strategies are important for success </li></ul></ul>
  81. 82. Academic ability conception <ul><li>Children with learning disabilities show an increased probability of effort-avoidance </li></ul><ul><ul><li>• May view any attempt at increasing effort as risky </li></ul></ul><ul><ul><li>• Increased effort that results in failure can only reinforce the belief that “I am dumb.” </li></ul></ul>
  82. 83. Orientations Towards Others (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding &quot;How do I need to behave towards others to succeed?&quot;
  83. 84. Peer relationship behaviors <ul><li>Behaviors that increase the likelihood of making and keeping friends: </li></ul><ul><ul><ul><li>e.g……. </li></ul></ul></ul><ul><ul><ul><li>Offering support or assistance </li></ul></ul></ul><ul><ul><ul><li>Leadership </li></ul></ul></ul><ul><ul><ul><li>Giving compliments, empathy </li></ul></ul></ul><ul><ul><ul><li>Cooperation </li></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  84. 85. Self-management behaviors <ul><li>Regulation and control of one’s </li></ul><ul><li>own behavior </li></ul><ul><ul><ul><li>Obeying rules, </li></ul></ul></ul><ul><ul><ul><li>Being organized, </li></ul></ul></ul><ul><ul><ul><li>Controlling temper, </li></ul></ul></ul><ul><ul><ul><li>Monitoring emotions, </li></ul></ul></ul><ul><ul><ul><li>Responding appropriately to criticism </li></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  85. 86. Academic related behaviors <ul><li>Behaviors that increase success </li></ul><ul><li>in academic learning </li></ul><ul><ul><ul><ul><ul><li>e.g….. </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Listening to teacher, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Free time activities, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Completing tasks and assignments on time, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Good work habits, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li>Working independently </li></ul></ul></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  86. 87. Compliance behaviors <ul><li>Behaving in accordance with rules </li></ul><ul><li>and expectations </li></ul><ul><ul><ul><ul><li>e.g….. </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Following rules and directions </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Sharing materials and toys </li></ul></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  87. 88. Assertion behaviors <ul><li>Ability to appropriately express personal thoughts, feelings, opinions and rights. </li></ul><ul><ul><ul><li>e.g….. </li></ul></ul></ul><ul><ul><ul><li>Verbalizing feelings, </li></ul></ul></ul><ul><ul><ul><li>Starting conversations, </li></ul></ul></ul><ul><ul><ul><li>Joining activities already in progress, </li></ul></ul></ul><ul><ul><ul><li>Introducing self to others, </li></ul></ul></ul><ul><ul><ul><li>Defending self in arguments, </li></ul></ul></ul><ul><ul><ul><li>Inviting others to join an activity </li></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  88. 89. Social ineptness behaviors <ul><li>A lack of positive peer relationship behaviors that results in peer rejection </li></ul><ul><ul><li>Interrupting others, </li></ul></ul><ul><ul><li>Difficulty initiating conversations, </li></ul></ul><ul><ul><li>Making rude or hurtful comments, </li></ul></ul><ul><ul><li>Inappropriate emotional responses </li></ul></ul><ul><ul><li>to others </li></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  89. 90. Undersocialized aggressive conduct behaviors <ul><li>Externally directed antisocial behaviors reflecting a lack of respect or social concern for others feelings and/or property </li></ul><ul><ul><ul><li>e.g…… </li></ul></ul></ul><ul><ul><ul><li>bullying </li></ul></ul></ul><ul><ul><ul><li>inappropriate expression of feelings (tantrums) </li></ul></ul></ul><ul><ul><ul><li>hitting, kicking, and destroying property </li></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  90. 91. Attention deficit behaviors <ul><li>Difficulty with focused attention to the immediate environment and acting hastily with little reflection </li></ul><ul><ul><ul><li>Distractibility, inattentiveness, impulsivity </li></ul></ul></ul><ul><ul><ul><li>Problems staying on task & completing </li></ul></ul></ul><ul><ul><ul><li>assignments </li></ul></ul></ul><ul><ul><ul><li>Daydreaming </li></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  91. 92. Oppositional defiant behaviors <ul><li>Behaviors reflecting disobedience, negativity, and provocation </li></ul><ul><ul><ul><ul><li>Arguing </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Defying authority </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Taunting </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Annoying others </li></ul></ul></ul></ul><ul><ul><ul><ul><li>Refusal </li></ul></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  92. 93. Withdrawn & unresponsive behaviors <ul><li>Behaviors reflecting decreased interaction and active participation in the immediate environment </li></ul><ul><ul><ul><li>e.g…… </li></ul></ul></ul><ul><ul><ul><li>Refusing to speak </li></ul></ul></ul><ul><ul><ul><li>Shyness </li></ul></ul></ul><ul><ul><ul><li>Unresponsiveness </li></ul></ul></ul><ul><ul><ul><li>Preference for isolation </li></ul></ul></ul><ul><ul><ul><li>Lack of interest in activities, tasks, or others </li></ul></ul></ul>Theoretical/Conceptual Foundation Calderalla & Merrell (1997) literature review-based empirical taxonomy
  93. 94. Orientations Towards Others (Social Ability) Cognitive (Social Aware- ness) Behavioral Prosocial Behaviors -Peer relations -Self-management -Academic-related -Compliance -Assertion Problem/maladaptive behaviors -Social ineptness -Undersocialized aggressive conduct -Attention deficit -Oppositional defiant -Withdrawn & unresponsive - Social goal setting - Sensitivity - Insight - Communication - Self-awareness & understanding &quot;How do I need to behave towards others to succeed?&quot;
  94. 95. Figure 7: Adapted version of Greenspan’s (1981) model of social awareness (narrow abilities excluded) Self-Awareness & Understanding Social Ability--Cognitive (Social Awareness) Social Sensitivity Social Insight Social Communication Social Goal Setting
  95. 96. Social goal setting Setting of goals to achieve specific social outcomes (e.g., making friends) or to interact with others in certain ways (e.g., assisting someone with a task). Theoretical/Conceptual Foundation Goal Theory
  96. 97. Social sensitivity <ul><li>An individual’s ability to correctly interpret the meaning of a social object or event </li></ul><ul><ul><li>Includes role-taking (ability to understand the viewpoint and feelings of others) and social inference (ability to correctly read social situations) </li></ul></ul>Theoretical/Conceptual Foundation Greenspan’s Personal Competence Theory (Social Awareness Theory)
  97. 98. Social insight <ul><li>Ability to understand the underlying processes of social events and to make evaluative judgments. </li></ul><ul><ul><ul><li>Social comprehension: Ability to understand social institutions and processes </li></ul></ul></ul><ul><ul><ul><li>Psychological insight : Ability to understand one’s personal characteristics and motivations), </li></ul></ul></ul><ul><ul><ul><li>Moral judgment : Ability to evaluate other people’s social actions in relation to moral and ethical principles). </li></ul></ul></ul>Theoretical/Conceptual Foundation Greenspan’s Personal Competence Theory (Social Awareness Theory)
  98. 99. Planning & activation strategies The metacognitive processes involved in setting initial goals and activating prior domain-relevant knowledge and task relevant strategies. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation, Volition & Motivation
  99. 100. Control & regulation strategies The metacognitve processes involved in selecting and adapting cognitive strategies to reduce the relative discrepancy between immediate learner goals and self-generated performance feedback. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation, Volition & Motivation
  100. 101. Social Communication <ul><li>An ability to intervene successfully in social situations and influence the behaviors of others. </li></ul><ul><ul><ul><li>Ability to relate feelings, thoughts, and perceptions to others </li></ul></ul></ul><ul><ul><ul><li>Ability to understand how to influence the behavior of others in order to attain a desired outcome </li></ul></ul></ul>Theoretical/Conceptual Foundation Greenspan’s Personal Competence Theory (Social Awareness Theory)
  101. 102. Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles &quot;What do I need to do to succeed?&quot;
  102. 103. Monitoring strategies The metacognitive processes involved in self-awareness of personal cognition and the monitoring of various components of one’s thinking during task performance. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation, Volition & Motivation
  103. 104. Reaction & reflection strategies The metacognitive processes involved in self-judging and making causal attributions to personal performance. Theoretical/Conceptual Foundation Social Cognitive Theories of Self-Regulation , Volition & Motivation
  104. 105. Self-regulated learning <ul><li>Helping all children become adaptive self-regulated learners appears to be a good thing </li></ul><ul><li>Helping learners develop monitoring and control strategies should be a focus of part of most children’s educational careers. </li></ul><ul><li>These processes and strategies typically develop (more-or-less) automatically as a result of indirect learning </li></ul>
  105. 106. Self-regulated learning <ul><li>Just because a student is capable of using self-regulated learning skills doesn’t mean he/she will use them. </li></ul><ul><li>• Some prompting by teachers helps, especially for younger students </li></ul>
  106. 107. Self-regulated learning <ul><li>SRL use has been associated with higher working memory functioning (and associated processes of attention and executive control) and a well developed network of prior knowledge in the domain of learning. </li></ul><ul><li>Young learners and learners with disabilities may have special difficulties with SRL techniques. They are not able to “free up” as much working memory for the task. </li></ul>
  107. 108. Self-regulated learning <ul><li>SRL may be based on a limited set of cognitive resources that can be depleted over time. </li></ul><ul><li>This suggests that periods of rest, or periods of unrelated task activity, may be necessary to replenish the store of SRL energy. </li></ul>
  108. 109. Self-regulated learning <ul><li>Becoming distracted by other thoughts (avoidance behaviors) may interfere with SRL </li></ul><ul><ul><ul><li>Watching TV </li></ul></ul></ul><ul><ul><ul><li>Negative feelings and emotions </li></ul></ul></ul><ul><ul><ul><li>Frustration </li></ul></ul></ul>
  109. 110. Volitional Controls Self- Regulation Conative Styles -Planning & activation -Monitoring -Control & regulation -Reaction & reflection - Learning styles - Work & motivation styles - Defensive styles &quot;What do I need to do to succeed?&quot;
  110. 111. Affective Traits and Temperament Characteristic Moods Impulse Inhibition Emotionality Sociability Activity Level Flow Typical Affect Feelings of Constraint
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