1. Reporter: Kim Paulo M. Fabay
Sched 4
Self-Regulation, Cognition and Motivation in Learning
From the perspective of social cognitive theorists, self-regulation entails at least four process:
(Bandura, 1986; Schunk,1989, 1998; Schunk & Zimmerman, 1996)
1) Setting Standards and Goals
 As mature human beings we tend to set standards for our own behavior; in other
word we establish criteria regarding what constitutes acceptable performance. We
also establish certain goals that we value and towards which we direct many of
our behaviors. The kinds of performance standards that people establish for their
own behavior depend to some degree on the standards they see other people
adopt.
2) Self-Observation
 An important part of self-regulation is to observe oneself in action. To make
progress toward important goals, people must be aware of how well they are
doing at present; in other words, they must know what parts of their performances
are working well and what parts need improvement
3) Self-Judgment
 People’s behavior are frequently judge by others– for example, by relatives,
teachers, classmates, friends, and the general public. Eventually, people begin to
judge and evaluate their own behaviors based on the standards they hold for
themselves.
4) Self-Reaction
 As people become more increasingly self-regulation, they begin to reinforce
themselves– perhaps by feeling proud or telling themselves that they did a good
job – when they accomplish their goals. They also begin to punish themselves
perhaps by feeling sorry, guilt, or ashamed – when they do something that does
not meet their own performance standards.