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