knowt logo

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


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


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


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

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


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


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


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

robot