This document discusses cognitive behavior approaches and self-regulation. It is a presentation assigned by Prof. Dr. Iftikhar Jafri and completed by Mahreen Ahsan. Cognitive behavior approaches focus on getting students to monitor and regulate their own behavior rather than letting it be controlled by external factors. Self-instructional methods teach students to modify their behavior through positive self-talk. The document also discusses the importance of self-regulatory learning and how teachers can help students become self-regulatory learners by using models and building self-efficacy.

1. Cognitive Behavior
Approach and Self
Regulation
Presentation on:
Assigned by: Prof. Dr. Iftikhar Jafri

2. University of Sindh
Subject: Eductaional Psychology
Assigned by: Prof. Dr. Iftikhar Jafri.
Done by: Mahreen Ahsan
Roll no: M.phil/ Edu-2k16/17.
Assigned by: Prof. Dr. Iftikhar Jafri

3. Cognitive Behavior
Approaches
 In the cognitive behavior approaches, the emphasis is on
getting students to monitor, manage, and regulate their own
behavior rather than letting it be controlled by external
factors. It is also cognitive behavior modification. Cognitive
behavior approaches stem from both cognitive psychology,
with its emphasis on the effects of thoughts on behavior, and
behaviorism, with its emphasis on techniques for changing
behavior. Cognitive behavior approaches try to change
students’ misconceptions, strengthen their coping skills,
increase their self-control, and encourage constructive self-
reflection.
 Self-instructional methods are cognitive behavior techniques
aimed at teaching individuals to modify their own behavior by
talking to themselves in positive ways.
 Following are some self-talk strategies that students and
teachers can use to cope more effectively with stressful
situations such as preparing to take a test:
Assigned by: Prof. Dr. Iftikhar Jafri

4. ● Prepare for anxiety or stress. “What do I have to
do?” “I’m going to develop a plan to deal with it.”.
● Confront and handle the anxiety or stress. “I can
meet the challenge.” “I can handle it. I’ll just
relax, breathe deeply, and use one of the
strategies.” “I won’t think about my stress. I’ll just
think about what I have to do.”
● Cope with feelings at critical moments.
● Use reinforcing self-statements. “Good, I did it.” “I
handled it well.”
Assigned by: Prof. Dr. Iftikhar Jafri

5.  In many instances, the strategy is simply to replace
negative self-statements with positive ones. Talking
positively to oneself can help teachers as well as
students reach their full potential. Uncountered negative
thinking has a way of becoming a self-fulfilling
prophecy.
 Cognitive behaviorists recommend that students
improve their performance by monitoring their own
behavior. Such monitoring can involve getting students
to keep charts or records of their behavior. Teachers
can get students to do some similar monitoring of their
own progress. In some cases, teachers place these self
monitoring charts on the walls of the classroom.
Alternatively, if the teacher thinks that negative social
comparison with other students will be highly stressful
for some students, then a better strategy might be to
have students keep private records in a notebook.
Assigned by: Prof. Dr. Iftikhar Jafri

6. Self-Regulatory Learning
Educational psychologists increasingly
advocate the importance of self-
regulatory learning. Self-regulatory
learning consists of the
 self-generation and
 self-monitoring
of thoughts, feelings, and behaviors in
order to reach a goal. These goals might
be academic or they might be
socioemotional. As children become
older, their capacity for self-regulation
increases. Th e increased capacity in
self-regulation is linked to developmental
advances in the brain’s prefrontal cortex.Assigned by: Prof. Dr. Iftikhar Jafri

7. Self-regulatory learners do the following:
● Set goals for extending their knowledge
and sustaining their motivation
● Are aware of their emotional makeup
and have strategies for managing their
emotions
● Periodically monitor their progress
toward a goal
● Fine-tune or revise their strategies
based on the progress they are making
● Evaluate obstacles that may arise and
make the necessary adaptations.
Assigned by: Prof. Dr. Iftikhar Jafri

8. Self-regulation is an important aspect of school
readiness. In a recent study, children who could
regulate their emotions effectively in early
childhood had better math and literacy scores in
the early elementary school years than their
counterparts who had poor emotion regulation.
Researchers also have found that high-achieving
students are oft en self-regulatory learners. For
example, compared with low-achieving students,
high-achieving students set more specific
learning goals, use more strategies to learn, self-
monitor their learning more, and more
systematically evaluate their progress toward a
goal. In one study of adolescents from low-
income families, a higher level of self-regulation
was linked to higher achievement and better
grades.
Assigned by: Prof. Dr. Iftikhar Jafri

9. Teachers, tutors, mentors, counselors, and parents can
help students become self-regulatory learners. Barry
Zimmerman, Sebastian Bonner, and Robert Kovach (1996)
developed a model for turning low-self-regulatory students
into students who engage in these multistep strategies:
Assigned by: Prof. Dr. Iftikhar Jafri

10. (1) self-evaluation and monitoring,
(2) goal setting and strategic planning,
(3) putting a plan into action and
monitoring it, and
(4) monitoring outcomes and refining
strategies
Zimmerman and colleagues describe a
seventh-grade student who is doing
poorly in history and apply their self
regulatory model to her situation.
Assigned by: Prof. Dr. Iftikhar Jafri

11.  In step 1, she self-evaluates her studying
and test preparation by keeping a
detailed record of them.
 In step 2, the student sets a goal, in this
case of improving reading
comprehension, and plans how to
achieve the goal.
 In step 3, the student puts the plan into
action and begins to monitor her
progress.
 In step 4, the student monitors her
improvement in reading comprehension
by evaluating whether it has had any
impact on her learning outcomes.
Assigned by: Prof. Dr. Iftikhar Jafri

12.  Consequently, the teacher recommends further strategies.
The development of self-regulation is influenced by many
factors, among them modeling and self-efficancy. Consider
how modeling can be an effective strategy for building self-
regulatory skills and self-efficacy in improving reading and
writing in Zimmerman’s four-phase model. Among the self-
regulatory skills that models can engage in are planning and
managing time effectively, attending to and concentrating,
organizing and coding information strategically, establishing a
productive work environment, and using social resources. For
example, students might observe a teacher engage in an
effective time management strategy and verbalize appropriate
principles. By observing such models, students can come to
believe that they also can plan and manage time effectively,
which creates a sense of self-efficacy for academic self-
regulation and motivates students to engage in those
activities.
Assigned by: Prof. Dr. Iftikhar Jafri

13. Thank You
Assigned by: Prof. Dr. Iftikhar Jafri