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:self-efficacy: having the personal capability to learn       * outcomeexpectations:outcome expectations: personal consequences of learning       * intrinsicinterest:intrinsic interest: students’ valuing of the task skill for its own means       * learninggoalorientation: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: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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