The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fourth (Part D) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fifth (Part E) in the series. It is brief...only 11 slides. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the second (Part B) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the third (Part C) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning. The presentation is a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework. The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)
The Model of Achievement Competence Motivation (MACM) Part E: Crossing the R...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the fifth (Part E) in the series. It is brief...only 11 slides. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part B - An overview ...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the second (Part B) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM) Part C: The motivation...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the third (Part C) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
The Model of Achievement Competence Motivation (MACM): Part A Introduction o...Kevin McGrew
The Model of Achievement Competence Motivation (MACM) is a series of slide modules. This is the first (Part A) in the series. The modules will serve as supplemental materials to "The Model of Achievement Competence Motivation (MACM)--Standing on the shoulders of giants" (McGrew, in press, 2021 - in a forthcoming special issue on motivation in the Canadian Journal of School Psychology)
Beyond cognitive abilities: An integrative model of learning-related persona...Kevin McGrew
For centuries educational psychologists have highlighted the importance of "non-cognitive" variables in school learning. The presentation is a "big picture" overview of how cognitive abilities and non-cognitive factors can be integrated into an over-arching conceptual framework. The presentation also illustrates how the big picture framework can be used to conceptualize a number of contemporary "buzz word" initiatives related to building 21st century educationally important skills (social-emotional learning, critical thinking, creativity, complex problem solving, etc.)
This poster was presented at the 2015 Australian Association for Research in Education, in Freemantle, Australia, and was awarded the Australian Council of Deans of Education (ACDE) sponsored Postgraduate / ECR Researcher Poster Award for best poster.
This poster introduces theoretical frameworks with which to design meaningful gamification interventions. It also has augmented reality elements hidden on it!
Instructional Strategy
We can divide models of instructional design broadly into two categories
MARCO: Models which concern themselves with the design and planning of an entire module or programme
MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session
Business Project Management (600542)2019-20Session 1.docxjasoninnes20
Business Project Management (600542)
2019-20Session 1
Gavin Betts[email protected]
Introduction
Gavin Betts
Management Systems Group at HUBS
Support you to learn about & understand how to apply two different methods for undertaking projects aimed at achieving some form of organisational change and improvement. Focussing mainly on the systemic approach.
Jeremy Wilcock
Marketing and Business Strategy Group at HUBS
Also here to support your learning during the module. Focussing mostly on the ‘traditional’ approach to project management.
Together, we have many decades of practical experience to draw upon from private and public sector organisations
2
i) Module Contents and Overview
Module Content
Introduction to module & assignment question
Overview of both project management approaches
Detailed coverage of systems approach
Detailed coverage of traditional approach
Summary & final assignment guidance
Over the weeks of our lecture sessions, we will be covering all of these points.
Decisions, decisions…
Your Module Handbook talks about 2 different approaches to project management. We’ll consider each in detail. You need to make a judgement about which to use for your assignment. In the real world, business projects of various types are undertaken regularly. Different methodologies may be better suited to some tasks than others. Making an astute judgement about how to execute the task can make a significant difference. It may be the difference between success and failure for a project.
Purpose
This module introduces a number of concepts, techniques, and methods designed to aid undertaking projects successfully. It also addresses differences in management thinking in relation to project management and the different principles and assumptions that underpin various techniques and methods.
In particular, this module will introduce you to two contrasting approaches to thinking about, planning and executing a project as well as encouraging reflection on the appropriateness of each to different contexts and challenges. Making astute judgements about what a project should be and how to undertake is not always easy and can have significant implications.
6
Thinking
Approaches to organising projects
Performance
(Derived from Seddon, 2005)
7
Assessment challenge
Make an informed choice about which approach to use; the one you feel is most suited to one of the two scenarios which will be made available.
Use the chosen approach to work through and complete the assignment for this module (1 x 4500 word report worth 100%)
8
(During the early part of the module, you will be introduced to each approach - this will help inform your thinking about which project management approach to apply in which scenario)
Assessment challenge (ii)
Module teaching takes place:
Assignment & 2 different approaches for undertaking a project covered
During this time, you decide on a scenario and apply one of the two approach ...
Introduction to competency mapping, historical development, approaches, case studies of competency mapping, competency mapping procedures, steps in competency mapping, business strategies, performance criteria,tools for data collection, data analysis, validating competency models, using competency profiles in HR decisions.
This poster was presented at the 2015 Australian Association for Research in Education, in Freemantle, Australia, and was awarded the Australian Council of Deans of Education (ACDE) sponsored Postgraduate / ECR Researcher Poster Award for best poster.
This poster introduces theoretical frameworks with which to design meaningful gamification interventions. It also has augmented reality elements hidden on it!
Instructional Strategy
We can divide models of instructional design broadly into two categories
MARCO: Models which concern themselves with the design and planning of an entire module or programme
MICRO: Models which concern themselves with the design and planning of an individual lecture or teaching session
Business Project Management (600542)2019-20Session 1.docxjasoninnes20
Business Project Management (600542)
2019-20Session 1
Gavin Betts[email protected]
Introduction
Gavin Betts
Management Systems Group at HUBS
Support you to learn about & understand how to apply two different methods for undertaking projects aimed at achieving some form of organisational change and improvement. Focussing mainly on the systemic approach.
Jeremy Wilcock
Marketing and Business Strategy Group at HUBS
Also here to support your learning during the module. Focussing mostly on the ‘traditional’ approach to project management.
Together, we have many decades of practical experience to draw upon from private and public sector organisations
2
i) Module Contents and Overview
Module Content
Introduction to module & assignment question
Overview of both project management approaches
Detailed coverage of systems approach
Detailed coverage of traditional approach
Summary & final assignment guidance
Over the weeks of our lecture sessions, we will be covering all of these points.
Decisions, decisions…
Your Module Handbook talks about 2 different approaches to project management. We’ll consider each in detail. You need to make a judgement about which to use for your assignment. In the real world, business projects of various types are undertaken regularly. Different methodologies may be better suited to some tasks than others. Making an astute judgement about how to execute the task can make a significant difference. It may be the difference between success and failure for a project.
Purpose
This module introduces a number of concepts, techniques, and methods designed to aid undertaking projects successfully. It also addresses differences in management thinking in relation to project management and the different principles and assumptions that underpin various techniques and methods.
In particular, this module will introduce you to two contrasting approaches to thinking about, planning and executing a project as well as encouraging reflection on the appropriateness of each to different contexts and challenges. Making astute judgements about what a project should be and how to undertake is not always easy and can have significant implications.
6
Thinking
Approaches to organising projects
Performance
(Derived from Seddon, 2005)
7
Assessment challenge
Make an informed choice about which approach to use; the one you feel is most suited to one of the two scenarios which will be made available.
Use the chosen approach to work through and complete the assignment for this module (1 x 4500 word report worth 100%)
8
(During the early part of the module, you will be introduced to each approach - this will help inform your thinking about which project management approach to apply in which scenario)
Assessment challenge (ii)
Module teaching takes place:
Assignment & 2 different approaches for undertaking a project covered
During this time, you decide on a scenario and apply one of the two approach ...
Introduction to competency mapping, historical development, approaches, case studies of competency mapping, competency mapping procedures, steps in competency mapping, business strategies, performance criteria,tools for data collection, data analysis, validating competency models, using competency profiles in HR decisions.
(MST) The Teaching and Learning Process in Educational Practices
(class report(s)/discussion(s))
DISCLAIMER: I do not claim ownership of the photos, videos, templates, and etc used in this slideshow
This workshop followed the Energy Cultures conference and was designed to showcase how different models of understanding behaviour worked in practice, how to better use storytelling and how to collectively design a behavioural intervention.
The WJ IV Cognitive GIA in iintellectual disability (ID) assessmentKevin McGrew
This is a brief presentation that explains why the WJ IV (and WJ III) GIA IQ score is an appropriate and valid indicator of general intelligence that can be used in possible intellectual disability (ID) determinations
The Evolution of the Cattell-Horn-Carrol (CHC) Theory of Intelligence: Schne...Kevin McGrew
This presentation is based on Schneider, W. J., & McGrew, K. S. (in press). The Cattell-Horn-Carroll Theory of Cognitive Abilities. This presentation includes a portion of key material to be published in a forthcoming CHC update/revision chapter-->In D. P. Flanagan & Erin M .McDonough (Eds.), Contemporary intellectual assessment: Theories, tests and issues (4thed.,) New York: Guilford Press.
This is only a small amount of the chapter. Also, I have inserted some new material related to test interpretation that is not included in the to-be-published chapter. The tentative date for publication of the Flanagan book is spring 2018.
What about executive functions and CHC theory: New research for discussionKevin McGrew
This module contains a subset of slides that were only briefly touched on as part of a larger "Beyond CHC" presentation at the Australian Psychological Society (APS) 2016 Annual Congress. Time was limited. Thus, the complete subset of slides are presented here for FYI and discussion purposes.
CHC model of inteligence revised (v2.4). Has Glr been incorrectly conceptual...Kevin McGrew
This presentation contains a historical overview of the derivation of the Glr ability domain in contemporary CHC theory. It then presents new data, as well as historical conclusions of the CHC masters, that makes a strong case for replacing the stratum II broad ability domain of Glr with two separate broad ability domains of Gl (learning efficiency) and Gr (retrieval fluency). How to obtain WJ IV scores for these two broad abilities is presented, as well as other possible Gl and Gr tests indicators from the CHC cross-battery literature.
"intelligent" intelligence testing: Why do some individuals obtain markedly ...Kevin McGrew
This is the second in a series. Please view the first ("intelligent" intelligence testing: Evaluating wihtin CHC domain test score differences) to better appreciate this module
Data and theory-based hypotheses for evaluating differences between scores on the different WJ IV tests of Gwm
A presentation on deciding when the scores from two tests, which are from the same CHC domain (e.g., Gwm), and which may have the same narrow CHC classifications, are different enough to warrant clinical interpretation.
How to evaulate the unusualness (base rate) of WJ IV cluster or test score di...Kevin McGrew
The WJ IV provides two primary methods for comparing tests or cluster scores. One is based on a predictive model (the variation and comparison procedures) and the other allows comparisons of SEM confidence bands, which takes into account each measures reliability. A third method for comparing scores, one that takes into account the correlation between compared measures (ability cohesion model) is not provided, but is frequently used by assessment professionals. The three types of score comparison methods are described and new information, via a "rule of thumb" summary slide and nomograph, are provided to allow WJ IV users to evaluate scores via all three methods.
The WJ IV and Beyond CHC Theory: Kevin McGrew's NASP mini-skills workshopKevin McGrew
This presentation represents the slides Dr. Kevin McGrew presented at his WJ IV and Beyond CHC theory mini-skills workshop at the 2015 NASP convention in Orlando, Florida. The show includes more and newer slides than were presented at the live session.
The WJ IV Measurement of Auditory Processing (Ga)Kevin McGrew
The WJ IV Cognitive and Oral Language include new measures of auditory processing (Ga) that are much more cognitively complex auditory measures of intelligence. This short presentation provides an overview of the WJ IV Ga tests and presents evidence supporting the importance of Ga as a major component of human intelligence.
Overview of the WJ IV Cognitive Battery: GIA and CHC ClustersKevin McGrew
This slideshow provides an overview of the composition of the WJ IV Cognitive clusters. It outlines the design principles used to assign tests to the GIA and CHC clusters, and also presents summary statistics as per the primary design principles used in constructing the COG clusters.
CHC Theory Codebook 1: Cognitive definitionsKevin McGrew
A presentation of the most up-to-date CHC broad and narrow ability definitions as adapted from McGrew & Schneider (2012) and McGrew, LaForte and Schrank (2014). One of two. See CHC Codebook 2 for additional information
WJ IV Battery Introduction and OverviewKevin McGrew
A brief introduction to the WJ IV Battery revision. This does include some slides posted previously in the three WJ IV NASP presentation slides I posted.
CHC theory 101: From general intelligence (g) to CHC theoryKevin McGrew
The second in the CHC Theory 101 series. This brief module traces, in broad strokes, the history of psychometric theories of intelligence from Spearman's g to contemporary Cattell-Horn-Cattell (CHC) theory
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2. This is the fourth in the MACM series of on-line PPT modules. The first, the Introduction to the model is
available at:
https://www.slideshare.net/iapsych/the-model-of-achievement-competence-motivation-macm-part-a-
introduction-of-series
The second, the Model Overview is available at:
https://www.slideshare.net/iapsych/the-model-of-achievement-competence-motivation-macm-part-b-
an-overview-of-the-model
The third, the Motivation Domains Defined is available at:
https://www2.slideshare.net/iapsych/the-model-of-achievement-competence-motivation-macm-part-c-
the-motivation-domains-defined
The Model of Achievement Competence Motivation (MACM):
The volition and self-regulated learning domain
(K. McGrew 01-06-2021)
3. The Model of Achievement Competence Motivation (MACM)
(K. McGrew 01-06-2021)
Volition
(Self-Regulated Learning)
4. [Note. Theory circle descriptions drawn primarily from Sitzmann & Ely (2011) and supplemented by Pintrich, Wolters & Baxter (2000) and Hofmann et al. (2012).
* Possible SRL components drawn from Sitzmann & Ely’s (2011) comprehensive review of self-regulation theories. Brief definitions are available at http://iapsych.com/MACM/srlfdefs.pdf]
Control
Goal Setting
Self-Efficacy
Action
Regulation
Resource
Allocation
Metacognition
Executive
Function
Volition (Action)
Controls
-Self-Regulated Learning
Strategies and Phases
What do I need to do to succeed at this activity?
How am I doing on this activity?
What do I need to do differently?
Pintrich’s
model
Performance-
Control
Self-
Reflection
Forethought
Zimmerman’s
model
OR
Possible SRL Components*
Regulatory agent
-Goal level
Regulatory mechanisms
-Planning
-Monitoring
-Metacognition
-Attention
-Learning strategies
-Persistence
-Time management
-Environmental structuring
-Help seeking
-Motivation
-Emotion control
-Effort
Regulatory appraisals
-Self-evaluation
-Attributions
-Self-efficacy
5. Perform
-Control
-Monitor
-Regulate
Appraise
-React & Reflect
-Evaluate
Prepare
-Forethought
-Plan & Activate
Volition*
Self-regulated learning
(SRL) strategies & phases
A proposed Model of Achievement Competence Motivation (MACM): Integration of Snow’s affective (aff) and conative (con) construct domains (affcon) (McGrew, 2020)
Learning-related affective constructs
-Bold font designates constructs or domains drawn or adapted from Richard
Snow’s model of aptitude (Corno et al, 2002).
-Wide shaded arrows represent causal relations or cyclical phase stages.
*Snow model included “conative styles” under volition. This construct domain is
not included in the MACM model given the lack of robust validity research
regarding work and learning styles.
** SENNA SEMS = SENNA social-emotional skills measurement scale and model.
Learning-related conative constructs
Big 5 personality
trait constructs
-Openness (O)
-Conscientiousness (C)
-Neuroticism (N)
-Extraversion (E)
-Agreeableness (A)
SENNA SEMS**
Open-mindedness (O)
-Intellectual curiosity
-Creative
-Imagination
-Artistic interest
Self-management (C)
-Determination
-Organization
-Focus-Persistence
-Responsibility
SENNA SEMS**
Negative-emotion
regulation (N)
-Stress modulation
-Self-confidence
-Frustration tolerance
Engaging with others (E)
-Social initiative
-Assertiveness
-Enthusiasm
Amity (A)
-Compassion
-Respect
-Trust
Temperament
(emotionality, sociability, activity
level, task persistence)
Characteristic Moods
Motivation as a set of key
questions
Do I want to do this activity?
Why do I want to do this activity?
What are my goals for this activity?
Is this activity of interest to me?
Is this activity worth the effort?
Can I be successful on this activity?
Am I capable of doing this activity?
Can I control my success on this
activity?
What do I need to do to succeed at
this activity?
How am I doing on this activity?
What do I need to do differently?
Achievement Orientations
-Intrinsic Motivation
-Academic Goal Orientation
-Academic Motivation
-Academic Goal Setting
Interests and Task Values
-Need for Cognition
-Academic Interests
-Academic Values
Self-Beliefs
-Locus of Control (control)
-Academic Ability Conception (control)
-Academic Self-Efficacy (competence)
-Academic Self-Concept (competence)
Motivation Relative degree of influence on learningMore proximal More distal
7. “What do I need to do to succeed
at this activity?”
“How am I doing on this activity?”
“What do I need to do different?”
Motivation: As a Set of Key Questions
8. The term “volition” refers to both the strength of will needed to complete a
task, and the diligence of pursuit (Corno, 1993). Kuhl (e.g., 1987) argued
that many motivational theorists have ignored volitional processes by
assuming that motivation leads directly to outcomes. He argued instead
that motivational processes only lead to the decision to act. Once the
individual engages in action, volitional processes take over and determine
whether or not the intention is fulfilled (see also Zimmerman 1989).
Eccles & Wigfield (2012)
Conative: Self-regulation, defined as voluntary action
management, seems to have become the overarching
conative concept. .... volition is action control (Snow 1996)
9. Self – Regulated
Learning
Strategies &
Phases
Self-regulated learning strategies and phases: The processes, during the
post-decisional monitoring and appraisal phases of learning, where a person
actively maintains goal directed action over time (i.e., action control; strength
of will) via strategies to regulate learning and to protect learning goals in
the face of competing goals or negative affect. The regulatory processes
engaged to preserve and protect the intention-action system. Processed
during the last stage of the wish-->want-->intention->action commitment
sequence (i.e., what do I need to do to succeed at this activity?; how am I
doing on this activity; what do I need to do differently?).
10. [Note. Theory circle descriptions drawn primarily from Sitzmann & Ely (2011) and supplemented by Pintrich, Wolters & Baxter (2000) and Hofmann et al. (2012).
* Possible SRL components drawn from Sitzmann & Ely’s (2011) comprehensive review of self-regulation theories. Brief definitions are available at http://iapsych.com/MACM/srlfdefs.pdf]
Control
Goal Setting
Self-Efficacy
Action
Regulation
Resource
Allocation
Metacognition
Executive
Function
Volition (Action)
Controls
-Self-Regulated Learning
Strategies and Phases
What do I need to do to succeed at this activity?
How am I doing on this activity?
What do I need to do differently?
Pintrich’s
model
Performance-
Control
Self-
Reflection
Forethought
Zimmerman’s
model
OR
Possible SRL Components*
Regulatory agent
-Goal level
Regulatory mechanisms
-Planning
-Monitoring
-Metacognition
-Attention
-Learning strategies
-Persistence
-Time management
-Environmental structuring
-Help seeking
-Motivation
-Emotion control
-Effort
Regulatory appraisals
-Self-evaluation
-Attributions
-Self-efficacy
11. Conative: Self-regulation, defined as voluntary action
management, seems to have become the overarching
conative concept. .... volition is action control (Snow 1996)
12. Relevant SRL theoretical
research
Pintrich’s Four
Phase Model
Boekaerts
Dual
Processing
Model
Winne &
Hadwin Model
Zimmerman’s
Cyclical
Phases Model
Efklides
MASRL Model
Jarvela &
Hadwin Model
Hadwin
Socially
Shared Model
28. Planning
&
Activatio
n
Monitori
ng
Strategie
s
Control
&
Regulati
on
Reaction
&
Reflectio
n
Strategie
s
Pintrich’s Four Phase SRL Model
Planning & Activation: The metacognitive processes involved in setting initial
goals and activating prior domain-relevant knowledge and task relevant
strategies.
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.
Control & Regulation Strategies. The metacognitve processes involved in
selecting and adapting cognitive strategies to reduce the relative discrepancy
between immediate student goals and self-generated performance feedback.
Reaction & Reflection Strategies: The metacognitive processes in self-judging
and making causal attributions to personal performance
Self – Regulated
Learning
Strategies &
Phases
34. SRL mechanisms suggested by Sitzmann & Ely’s (2011)
comprehensive research synthesis
Regulatory agents:
“Regulatory agents are instrumental for initiating self-
regulated learning. Goals are regulatory agents….Goals
reflect the standard for successfully accomplishing a task,
and self-regulation theories agree that goals provide a
criterion for monitoring, evaluating, and guiding self-
regulatory activity” (p. 423)
Goal level: Setting an initial standard for the successful
accomplishment of goals.
35. Regulatory mechanisms
“Regulatory mechanisms are the crux of self-regulated learning because they are largely under the
control of trainees and have an instrumental role in determining whether trainees make progress
toward their goals in an efficient and organized manner. Furthermore, the majority of these constructs
have been subjected to extensive empirical investigations” (p. 424).
Planning: Thinking through, often at a formative or preliminary level, what needs to learned and the
specific steps or strategies needed to reach learning goals.
Monitoring: Paying attention to one’s performance, including feedback of what is being learned, that
leads to changes in strategies, affect or behavior.
Metacognition: Depending on theory, a construct that subsumes all, or just a handful of, self-
regulation constructs
Attentional control: The ability to maintain cognitive focus, concentration, and attention during
learning. The ability to divide cognitive resources between on- and off-task relevant and irrelevant
information.
36. Learning strategies: Includes a variety of strategies for enhancing learning such as elaboration,
integrating new knowledge into existing stores of acquired knowledge, breaking tasks into
smaller subtasks, reorganization, etc.
Persistence: The ability to maintain effort and concentration during learning despite boredom,
frustration, or failure.
Time management: Allocating, monitoring, or scheduling time to different tasks during learning
activities.
Environmental structuring: Selecting or designing a location or environment conducive to
learning (e.g., free from distractions). Monitoring and modifying the environment as needed.
Help seeking: Seeking assistance when experiencing difficulty during learning. Knowing when,
why, and whom to approach for help.
Motivation: Willingness to engage in learning based on a person’s beliefs about the incentives or
value for learning a task.
37. Emotion control: Monitoring and controlling the intrusion of negative affective states (e.g., anxiety,
frustration) which impact attentional control, during task performance, via engagement in appropriate
strategies (e.g., relaxation exercises, self-encouragement, and self-talk, etc.).
Effort: Self-control of the amount of effort and concentration to devote to learning based on self-monitoring
(feedback) during performance, particularly when detecting a goal-performance discrepancy.
Regulatory appraisals
“Regulatory appraisals are instrumental in assessing goal progress as well as determining whether trainees will
either begin or continue striving to make progress toward their goals. A scarcity of empirical evidence exists
regarding the role of two regulatory appraisal constructs—self-evaluation and attributions—in self-regulated
learning, but extensive research has focused on the third regulatory appraisal: self-efficacy.
Self-evaluation: Evaluating one’s progress during learning via the comparison of current learning efficiency or
success and final desired goal state.
Attributions: The process of attributing causation (e.g., ability, effort) to failure or success in attaining the
desired goal outcome.
Self-efficacy: Appraisal or evaluation, during or after performance, that contributes to an individual’s
confidence in the ability to solve problems or accomplish tasks.
39. SRL
Planning &
Activation
Effective self-regulated students use forethought when approaching
a task in order to develop a plan and to activate relevant prior
knowledge necessary for successful task performance.
Planning and activation is defined as the processes of: (a) setting
initial task specific goals (goal setting); (b) activating (often
automatically without conscious thought) prior relevant knowledge
in the relevant task domain; and (c) activating task relevant
metacognitive strategies (e.g., rehearsal, elaboration, comprehension
monitoring) (Pintrich, 2000b; Pintrich & Zusho, 2002).
(McGrew et al., 2004)
40. SRL
Performance
Phase
The metacognitive processes involved in self-awareness of
personal cognition and the monitoring of various components of
one’s thinking during task performance. The activation of
strategies for selecting, adapting, and changing cognitive strategies
to reduce the relative discrepancy between immediate goals and
self-generated performance feedback judgments. (The list of
possible control strategies is relatively large and represents the
most researched component of SRL--see table footnote.)
(McGrew et al., 2004)
41. SRL
Control &
Regulation
Strategies
SRL control and regulation activities are defined as the activation of
metacognitive strategies for selecting, adapting, and changing cognitive
strategies to reduce the relative discrepancy between immediate student
goals and self-generated performance feedback judgments (Pintrich, 2002a).
The list of possible control strategies is relatively large and represents the
most researched component of SRL. Example control and regulation
strategies include paraphrasing, outlining, summarizing, rehearsal, question
generating, visualizing (imagery), drawing of cognitive or semantic maps, note
taking, and using mnemonic devices to name but a few.
(McGrew et al., 2004)
43. SRL
Reaction &
Reflection
Strategies
The final SRL phase involves a student evaluating and judging their
performance and making causal attributions for their performance. Students
who do not self-evaluate their performance or who are not cognizant of the
importance of self-evaluation, tend to engage in surface (vs deep) processing in
learning and also tend to display more negative affect and lower effort
(Pintrich, 2002). Taking time to reflect on one's learning and learning processes
is associated with more successful academic outcomes. Stated briefly, SRL
reaction and reflection strategies are defined as a student's self-judging their
performance and making causal attributions for their performance.
(McGrew et al., 2004)
44. SRL
Monitoring
Strategies
Drawing largely on the research of Nelson and Narens (1990), a variety of metacognitive judgments have
been postulated to occur during performance monitoring (Pintrich, 2000a; Winne & Jamieson-Noel,
2002). According to Pintrich (2000b), judgments of learning (JOLs) encompasses a variety of monitoring
activities such as the student: (a) becoming aware that they are not comprehending what they have just
read or heard; (b) becoming aware they are reading or studying too quickly or slowly; (c) engaging in
self-questioning to self-check understanding; and (d) performing a self-memory test on material to
check on readiness for an exam, etc. Feelings (judgments) of knowing (FOK) describe the metacognitive
process of the student assigning a probability to the “information that is believed to be stored in
memory but that the learner cannot recall at the moment” (Winne & Jamieson-Noel, 2002, p. 552)….In
SRL, monitoring includes the metacognitive components of being aware of one's personal cognition and
the monitoring of various aspects of one's cognition during task performance (Pintrich, 2000b).
(McGrew et al., 2004)