Self Regulation

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Self Regulation

• EDP 303

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What is Self Regulation

• Directing and controlling ones own actions.
• How do students learn to do this (the way we want
  them to)?

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SUBFUNCTIONS OF SELF-REGULATION
Metacognition (213-216)

• SELF-OBSERVATION - self-monitoring
  (book)

• Self Instruction Self-talk

• Self Evaluation - referential comparison- causal
  attribution

• SELF-REACTION
• -self-satisfaction, self-worth, distress
  adaptive/defensive

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TYPES OF SELF-REGULATION
ENVIRONMENTAL SELF-REGULATION Monitoring and
adjusting environmental conditions

• arrange a place to study where you wont be
  interrupted
• find effective models, tutors, or helpers
• create a personal library
• organize your study area and materials
• select appropriate study materials and
  instruments
• attend to environmental features (lighting,
  mood, noise)
• computer screen? printer? keyboard? chair? mouse?

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TYPES OF SELF-REGULATION
BEHAVIORAL SELF-REGULATION Monitoring and
adjusting performance processes

• keep a journal
• finish assignments by deadlines
• study when there are other interesting things to
  do
• take effective notes, make effective notations
  in text, outline
• engage academic material
• plan and organize the work that needs to be done
• seek help when needed

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TYPES OF SELF-REGULATION
COVERT SELF-REGULATION Monitoring and
adjusting cognitive/affective states

• concentrate on academic material
• remember information presented in class or in
  texts
• estimate and budget your time
• set goals (proximal vs distal)
• select appropriate criteria for judging quality
  of work
• make accurate causal attributions
• assess your self-efficacy, self-esteem,
  achievement goals
• assess your needs, desires, satisfactions,
  fears, concerns

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TYPES OF SELF-REGULATION
ENVIRONMENTAL SELF-REGULATION Monitoring
and adjusting your environment
BEHAVIORAL SELF-REGULATION Monitoring and
adjusting your behavior
COVERT SELF-REGULATION Monitoring and
adjusting your head
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Autonomous Self Regulation

• External Regulation
• Will do something to avoid punishment or receive
  rewards.
• Introjected regulation
• Will do something out of guilt or obligation.
• Identified regulation
• Will do something because it will help them reach
  their own goals (getting good grades in math to
  get into business school).
• Integrated regulation (not intrinsic, but close
  enough)
• Will do something because it fits within their
  sense of self this is the kind of thing a person
  like me does I study because I am a good
  student.
• Note This type of regulation is all about the
  development of the self and identity!

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Attributions

• People are different from rocks they have
  intentions
• We think about why people do what they do.
• Humans prescribe a locus of causality when they
  they about why people do what they do.

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Rotter

• Peoples generalized beliefs about the contingency
  of reinforcement
• Rotter focuses on people beliefs about what
  causes them to receive or not receive rewards.
• Internal vs. External

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Weiner

• Weiner extended Rotter and argued that
  attributions could be categorized along THREE
  dimensions
• Controllable v. Uncontrollable
• Internal v. External
• Stable v. Unstable

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Attribution Dimensions
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Attributions for Success
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Attributions for Failure
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T11-3 Analyzing Success Attributions