Self regulated learning

Self regulated learning

• 1.
  Unit 5
• 2.
  Self-regulation is nota mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills.” Barry Zimmerman,2000. Bandura (1986) defines self-regulation as an individual’s control over his/her emotions, thoughts, and behaviors during learning.
• 3.
   . Accordingto Goetz, Nett, and Hall (2013), self- regulated learning is composed of three main elements, namely self, regulation, and learning. Self means an individual’s personal attempts to set and accomplish personal goals, regulation means processes where the individual compares the current target status with his/her main target status and motivate oneself so as to reduce the perceived controversy in between them, and learning means deliberate activities initiated by the individual toward acquiring knowledge and skills.
• 4.
  Zimmerman’s (2002) modelof self-regulated learning which is based on the Social- Cognitive Learning Theory appears to be more widely used, and thus, also applied in the present study. This model consists of three main phases namely Forethought Performance Self-reflection
• 5.
   Forethought Phase Inthe forethought phase, the individual determines objectives and makes relevant plans. The individual also checks his/her faith in whether he/she may or may not be able to accomplish the task, questions why he/she wishes to do so, and identifies expectations on the outcome of the task.  Performance Phase During the performance phase, the individual executes strategies on the desired task and monitors the learning process.  Self-Reflection Phase In the self-reflection phase, the individual assesses learning outputs or performances and regulates behaviors accordingly. In the self-regulated learning process, various strategies, grouped in several manners, are employed.
• 7.
   Observational studiesof teachers fostering students’ SRL have shown that teachers give students the freedom of self- regulation, but do not prepare them to handle the new responsibilities.  Despite the power of self-regulation to motivate learners and to increase their success, “only few teachers effectively prepare students to learn on their own. Students are seldom given a choice regarding academic tasks to pursue, methods for carrying out complex assignments, or study partners. Few teachers encourage students to establish specific goals for their academic work or estimate their competence on new tasks.” (p. 69) Zimmerman goes on to point out that most teachers don’t give students opportunities to self-assess their work and most do not explore student beliefs about themselves as learners.
• 8.
  The parents arethe key individuals to encourage their children to develop the self-regulatory skills that are supportive of their academic progress (Larkin, 2010) The parents can facilitate self-regulation in their children by being good models at home, and by relating their experiences of managing responsibilities and of making decisions or choices to reach specific goals (Reis, 2004)
• 9.
  Research shows thatself-regulated students are more engaged in their learning. These learners commonly, • Employ strategies to make progress on the learning task. • Monitor the effectiveness of the strategies employed. • Monitor motivation for completing the learning task. Reflection on Performance Phase • Evaluate performance on the learning task. • Manage emotional responses related to the outcomes of the learning experience. Forethought and Planning Phase • Analyze the learning task. • Set goals toward completing the task • seat themselves toward the Performance Monitoring Phase
• 10.
  The word “Motivation”has been derived from the Latin word “moveers” which means “to move”. “Motivation is defined as the process that initiates, guides, and maintains goal- oriented behaviors.” Bernard says: “The stimulation or action towards a particular goal where previously there was no or little attraction.”
• 11.
  Intrinsic Motivation Extrinsic Motivation
• 12.
   In education,motivation deals with the problem of setting up conditions so that learners will perform to the best of their abilities in academic settings. Teachers often motivate learners by helping them develop an expectancy that a benefit will occur as a result of their participation in an instructional experience.  Motivation is a process of arousing, guiding and maintaining ones interest in an activity.
• 13.
   Motivation directsbehavior toward particular goals  Motivation leads to increased effort and energy  Motivation increases initiation of and persistence in activities  Motivation affects cognitive processes  Motivation determines which consequences are reinforcing and punishing  Motivation often enhances performance