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