learning and motivation unit three (week 10)

Pintrich: self-regulated learning

• self-regulated learning

• learners are viewed as active participants in the learning process

• learners have the potential for control

• individuals can set goals and adapt

• students have to be taught to be self-regulated learners

  • should be part of a broad learning strategy
  • remind students to change up their learning strategies depending on task type
  • give feedback on strategies
  • tell students they’re capable of becoming self-regulated learners

• ==epistemic beliefs:== beliefs about knowledge

  \n Zimmerman: self-regulated learning

• ==metacognition:== awareness of and knowledge about one’s own thinking

• simply asking students to self-record some aspect of their learning often leads to “spontaneous” improvements in functioning (reactivity)

  • students’ metacognition awareness of particular aspects of their functioning could enhance their self-control

• ==self-regulation:== self-generated thoughts, feelings, and behaviors that are oriented to attaining goals

  • proactive in their efforts to learn because they
  • are aware of their strengths and limitations
  • are guided by personally set goals and task-related strategies
  • monitor their behavior in terms of their goals
  • self-reflect on their increasing effectiveness
  • enhances their self-satisfaction and motivation to learn
  • self-regulated students are more likely to
  • succeed academically
  • view their futures optimistically

• the ability to self-regulate is a life-long skill

  • involves the self-motivation, self-awareness, and behavioral skill to implement learned knowledge appropriately

• self-regulation involves the selective use of specific processes that must be personally adapted to each learning task

  • setting proximal goals for oneself
  • adopting powerful strategies for attaining the goals
  • monitoring one’s performance for signs of progress
  • managing time efficiently
  • self-evaluating one’s method
  • attributing causation to results

• structure of self-regulatory processes

  • ==forethought:== processes and beliefs that occur before efforts to learn
  • @@task analysis:@@ goal setting and strategic planning
  • @@self-motivation:@@ students’ beliefs about learning
    • self-efficacy: having the personal capability to learn
    • outcome expectations: personal consequences of learning
    • intrinsic interest: students’ valuing of the task skill for its own means
    • learning goal orientation: valuing the process of learning for its own merits
  • ==performance:== processes that occur during behavioral implementation
  • @@self-control:@@ deployment of specific methods / strategies that were selected during the forethought phase
    • ex: imagery, self-instruction, attention focusing, and task strategies
  • @@self-observation:@@ self-recording personal events / self-experimentation to find out the course of these events
    • self-monitoring: covert form of self-experimentation. one’s cognitive tracking of personal functioning.
  • ==self-reflection:== processes that occur after each learning effort
  • self-judgment
    • @@self-evaluation:@@ comparisons of self-observed performances against some standard
    • @@causal attribution:@@ beliefs about the cause of one’s errors / successes
  • self-reaction
    • feelings of self-satisfaction and positive affect regarding one’s performance
    • increases in self-satisfaction enhance motivation
    • @@adaptive reactions:@@ adjustments designed to increase the effectiveness of one’s method of learning
    • @@defensive reactions:@@ efforts to protect one’s self-image by withdrawing / avoiding opportunities to learn and perform

• self-regulatory processes are teachable and can lead to increases in students’ motivation and achievement

• few teachers effectively prepare students to do well on their own

  \n Dweck: mindsets

• ==mindset:== the view you adopt for yourself

• ==fixed mindset:== believing that your qualities are carved in stone

• ==growth mindset:== belief that your basic qualities are things you can cultivate through your efforts, your strategies, and help from others

  • everyone can grow and change
  • recognize the value of challenging themselves and the importance of effort
  • with a fixed mindset: individuals fear challenge and devalue effort

  \n Achievement Motivation

• motivation explains why people vary in the effort they invest in tasks

• we recognize motivation by observing behavior

  • choice of behavior / direction
  • eagerness to engage
  • effort and persistence
  • quality of cognitive engagement

• hypothesis: children praised for intelligence make more ability attributions for failures than children praised for effort

• ==causal attributions:== how people explain the causes of their successes and failures

  • can influence self-efficacy
  • most common: ability and effort
  • stable / unstable, controllable / uncontrollable, internal / external

• ==achievement goals:== focus on competence

  • @@performance-approach goals:@@ demonstrating high competence to others
  • @@performance-avoidance goals:@@ avoiding demonstrating low competence to self and others
  • @@learning / mastery goals:@@ improving / increasing competence

• praise for intelligence led to endorsement of performance goals

  • attributed low performance to low ability
  • sought out info about other childrens’ scores
  • misrepresented their scores

• praise for effort led to endorsement of learning goals

  • attributed low performance to low effort
  • sought out info about other problems
  • didn’t distort performances

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