WHAT IS SELF-REGULATED
LEARNING?
Arttu Mykkänen
University of Oulu, Finland
Learning and Educational Technology Research U...
Who am I
• Ph.D Candidate in LET team.
• Areas of interest: young children‟s self-regulated
learning, causal attributions
...
What is Self-Regulated Learning?
“Self-regulated learning and performance refers
to the processes whereby learners persona...
What is Self-Regulated Learning?
• Active and proactive learning
• Process of learning to monitor, evaluate, and regulate
...
What is Self-Regulated Learning?
• Self-regulated learning is often described as an
active cyclical process whereby studen...
Cyclic model of self-regulated learning
A Cyclic
Phase Model
of
SRL
Performance
phase
Forethought phase Self-Reflection
ph...
Self-reaction
• Self-satisfaction/affect
• Adaptive/defencive
Cyclical model of SRL in practice
A Cyclic
Phase Model
of
SR...
Why it is important to self-regulate your
learning?
• There is no doubt, that students who self-
regulate learning tend to...
Self-Regulated Learner
• Capable of taking charge of their own learning.
• Recognizes own strengths and weaknesses in
vari...
Self-Regulated Learner
(a) set learning goals
(b) implement effective learning strategies (e.g.,
organization, rehearsal, ...
A bit like conducting experiments about your
learning
• Identify a problem
• Set goals
• Make plans and set procedures
• “...
Think about studying
• Think about this course:
- What is the meaning of this course?
- What does the teachers want you to...
Motivation and emotion
can also be regulated
Motivation regulation and SRL
• Why are positive motivational feelings and beliefs
advantageous for students to self-regul...
Cyclical model of self-regulated
learning
A Cyclic
Phase Model
of
SRL
Performance
phase
Forethought phase Self-Reflection
...
Self-reaction
• Self-satisfaction/affect
• Adaptive/defencive
Cyclical model of SRL in practice
A Cyclic
Phase Model
of
SR...
Thank You
Questions or Comments?
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SRL Mykkänen 260913

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SRL Mykkänen 260913

  1. 1. WHAT IS SELF-REGULATED LEARNING? Arttu Mykkänen University of Oulu, Finland Learning and Educational Technology Research Unit Contact: arttu.mykkanen@oulu.fi
  2. 2. Who am I • Ph.D Candidate in LET team. • Areas of interest: young children‟s self-regulated learning, causal attributions • How SRL is supported in elementary school classrooms? • How students attribute their success in authentic learning situations?
  3. 3. What is Self-Regulated Learning? “Self-regulated learning and performance refers to the processes whereby learners personally activate and sustain cognitions, affects, and behaviors that are systematically oriented toward the attainment of personal goals” (Zimmerman & Schunk, 2011)
  4. 4. What is Self-Regulated Learning? • Active and proactive learning • Process of learning to monitor, evaluate, and regulate (or change) your own – Learning and thinking (e.g. remember the topic) – Motivation (e.g. feeling inspired or interested) – Behaviour (e.g. getting organized, getting started) • Lifelong process that you develop and refine over time • Can be teached and learned
  5. 5. What is Self-Regulated Learning? • Self-regulated learning is often described as an active cyclical process whereby students regulate their efforts to optimize: - Cognitive processes - Motivational processes - Behavioral processes • Which are guided by their learning goals and the contextual features of the environment (Pintrich, 2000; Zimmerman, 1998).
  6. 6. Cyclic model of self-regulated learning A Cyclic Phase Model of SRL Performance phase Forethought phase Self-Reflection phase Task analysis • Goal setting • Strategic planning Self motivational beliefs • Self-efficacy • Outcome expectations • Interest/value • Goal orientation Self-reaction • Self-satisfaction/affect • Adaptive/defencive Self-Control and Observation • Task Strategies • Help Seeking • Volition strategies • Time management • Metacognitive monitoring Adapted from Zimmerman, 2011 Self-judgment • Self-evaluation • Causal attribution
  7. 7. Self-reaction • Self-satisfaction/affect • Adaptive/defencive Cyclical model of SRL in practice A Cyclic Phase Model of SRL Performance phase Forethought phase Self-Reflection phase Task analysis • Goal setting • Strategic planning Self motivational beliefs • Self-efficacy • Outcome expectations • Interest/value • Goal orientation Self-judgment • Self-evaluation • Causal attribution Self-Control and Observation • Task Strategies • Help Seeking • Volition strategies • Time management • Metacognitive monitoring ”Usually I am good in these kind of tasks. I‟ll make a big effort for learning this topic” ”Is my learning strategy working?? Should I spent more time on this topic?” ”I did well because put lot of effort for this task” Adapted from Zimmerman, 2011
  8. 8. Why it is important to self-regulate your learning? • There is no doubt, that students who self- regulate learning tend to learn better in variety of domains. • Awareness of strengths and weaknesses – What strategies I can use to bridge the caps between ability and task demands? •Motivation – Willingness to deep understanding, instead of having a good grades.
  9. 9. Self-Regulated Learner • Capable of taking charge of their own learning. • Recognizes own strengths and weaknesses in various learning situations. – Knowledge of different strategies that can aid meaningful learning – Motivated to use these strategies in order to reach learning goal – Can use these strategies depending on the learning situation. (Zimmermann, 2001; Winne & Perry, 2001)
  10. 10. Self-Regulated Learner (a) set learning goals (b) implement effective learning strategies (e.g., organization, rehearsal, note-taking) (c) monitor and assess their goal progress (d) establish a productive environment for learning, and (e) maintain a sense of self-efficacy (i.e., perceived competence) for learning. Zimmerman & Schunk, 2011
  11. 11. A bit like conducting experiments about your learning • Identify a problem • Set goals • Make plans and set procedures • “Collect data” about how things are going • Compare findings to original goals • Based on your findings, you make changes to the goals, plans or strategies Think of one learning activity that you have done quite recently
  12. 12. Think about studying • Think about this course: - What is the meaning of this course? - What does the teachers want you to learn? - How is this course being evaluated? - What can you do to improve your learning? - What is your goal for this course?
  13. 13. Motivation and emotion can also be regulated
  14. 14. Motivation regulation and SRL • Why are positive motivational feelings and beliefs advantageous for students to self-regulate their learning? – To increase students„ attention to learning processes and outcomes – high motivation can also effect students‟ choice of a task – high motivation can also increase students‟ effort to learn a difficult task – high motivation can also increase students‟ persistence on a time-consuming task – Thus, level of motivation can play a vital role in initiating, guiding, and sustaining students‟ efforts to self-regulate their learning
  15. 15. Cyclical model of self-regulated learning A Cyclic Phase Model of SRL Performance phase Forethought phase Self-Reflection phase Task analysis • Goal setting • Strategic planning Self motivational beliefs • Self-efficacy • Outcome expectations • Interest/value • Goal orientation Self-judgment • Self-evaluation • Causal attribution Self-Control and Observation • Task Strategies • Help Seeking • Volition strategies • Time management • Metacognitive monitoring Self-reaction • Self-satisfaction/affect • Adaptive/defencive Adapted from Zimmerman, 2011
  16. 16. Self-reaction • Self-satisfaction/affect • Adaptive/defencive Cyclical model of SRL in practice A Cyclic Phase Model of SRL Performance phase Forethought phase Self-Reflection phase Task analysis • Goal setting • Strategic planning Self motivational beliefs • Self-efficacy • Outcome expectations • Interest/value • Goal orientation Self-judgment • Self-evaluation • Causal attribution Self-Control and Observation • Task Strategies • Help Seeking • Volition strategies • Time management • Metacognitive monitoring ” Usually I am good in these kind of tasks. I‟ll think I do good in this task” ”This is harder than I thought!! I‟ll buy an ice cream for my self when I am done” ”I did well because put lot of effort for this task” Adapted from Zimmerman, 2011
  17. 17. Thank You Questions or Comments?

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