Self Regulation and Learning

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Self Regulation and Learning

• Reynolds Miller Chapter 4

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Learning?students are active seekers and
processors of information Self regulated
learning?self generated thoughts and behaviors
that are Systematically oriented towards the
attainment of their learning goals Theoretical
Formulations

• Operant Theory (Skinner 1953)
• Operant behavior is emitted in the presence of
  a discriminative stimuli?
• behavior becomes more likely to occur depends
  on the consequence
• Self regulating behavior
• choosing among alternatives
• deferring immediate reinforcer to a greater
  future reinforcer
• The key subprocesses are
• Self monitoring?awareness of ones
  behavior?recording frequency
• and intensity
• Methods narration, frequency counts,
  duration,
• and time sampling
• Self instruction?cue need to study, self
  statement or self instruction
• Self reinforcement?SS reinforce themselves for
  reaching goal
• Can be external or internal

S behaving
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• Learning Strategies?cognitive plans oriented
  toward successful task performance
• Rehearsal (practice) in the STM
• Highlighting
• Summarizing
• Elaboration?imagery and mnemonics to make
  information meaningful
• Acronyms
• Loci method
• Question
• Note taking
• Organization
• Mapping (propositional network)
• Comprehension Monitoring?applying the right
  knowledge to material (procedural declarative)
• Self questioning
• Rereading
• Checking consistencies

Info. Process Theory
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Developmental Model
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Private speech

• Pavlov differences between perceptual and
  language
• humans condition differently because
  of
• language?faster (i.e explanations)
• Luria verbal control of motor behavior
• Speech of others Overt verbalizations of
  behavior
• Private speech

Self regulation
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• Reasons for some children not to use private
  speech
• Production deficiency?task relevant
  verbalizations
• Mediational deficiencies?there are task relevant
  verbalizations but they do not have an impact in
  learning because
• They are not produced at the appropriate times
• They are produced when they no longer are needed
• Teachers can remediate this by
• Practice with space reviews sessions
• Strategy-value information sessions
• Information links on strategy use and its
• effects on performance

Raises self- efficacy
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Social Constructivist Theory

• Assumptions
• People are intrinsically motivated to learn
• People impose meanings to their perceptions
  form beliefs according to their experiences
• Mental representation change with development
  (refinements and reorganizations)
• Readiness for learning includes maturation and
  experiences
• Reflection and reconstruction stimulate learning

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• Self Regulation
• Process of acquiring beliefs and
• theories about their abilities and
• competencies
• The structure and difficulty of the
• learning task
• And the way to regulate effort and

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• Lev Vygotsky
• Emphasized the role of language plays in self
  regulation
• Private speech help to develop thought by
  organizing behavior
• PS occurs in conjunction with interactions with
  the environment
• Children internalized meanings and use them to
  direct their
• behavior
• Zone of Proximal Development
• The amount of learning by the student given the
  appropriate
• instructional conditions

Banduras Social Cognitive Theory
Subprocesses of Self Regulated Learning Self
observation Self judgment Self reaction
In turn Students behavior modify their self
efficacy beliefs And the environment Gives the
student feedback on their meeting classroom
espectations
Personal
Behaviors Environment
Perceived Self Efficacy Influences actions as
choice of tasks Persistent Effort Achievement
These factors change while leaning
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• Construction of Theories
• Vygotsky