Self-Regulation is More than Metacognition

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Self-Regulation is More than Metacognition

• Jenefer Husman, Ph.D.
• Arizona State University

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Metacognition and Self-Regulation

Self Regulated Learning
Environment
Motivation
Metacognition
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METACOGNITION
DEFINITION Essentially, metacognition refers to
the act of thinking about ones own thinking
in psychology, the term is typically used to
describe the process by which one exercises
deliberate conscious control over ones own
cognitive abilities.
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1. increase their attention
2. rehearse elaborate
3. transform organize, categorize, network
4. self-monitor summarize, clarify, question,
   predict
5. stop after critical passage reflect, restate,
   rethink
6. engage in internal dialogue and mental discussion
   with author
7. engage memory strategies if appropriate use of
   imagery, mnemonics
8. if disposition is to disregard, lower defenses
9. if vocabulary a problem, engage the vocabulary
10. are on the lookout for verbal markers
11. make appropriate associations and connections

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• reflect (critically, actively, with others)
• engage material
• make notes
• outline if appropriate keep track of critical
  points
• write on margins or use post-it notes
• read critical passages as often as necessary
• talk to the author
• discuss material with friends or colleagues
  explain it to others
• are aware of recency and latency effects pay
  special attention to introduction and conclusion
• enhance their learning environment (make time and
  create space)
• review and reflect before bedtime
• THINK (actively, proactively, consciously,
  carefully, thoroughly)

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Education is the organization of acquired habits
of conduct and tendencies to behavior. William
JamesTalks to Teachers
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Educators want students to be habitually active

• Educators want Active Learners
• Active students have
• Prior knowledge about the content domain
• Knowledge about which strategies to use and how
  to use them
• Knowledge about self
• Ability to manage all this knowledge
• Management Self-Regulation

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Self Regulated Learning

• SRL involves more than metacognitive knowledge
  and skill, it involves a sense of personal agency
  to regulate other sources of personal influence,
  such as emotional processes, as well as
  behavioral and social-environmental sources of
  influence. Zimmerman, 1994

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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 in your head
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TYPES OF SELF-REGULATION
ENVIRONMENTAL SELF-REGULATION Monitoring and
adjusting environmental conditions

• Examples of Environmental Self-Regulation
• 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

• Examples of Behavioral Regulation strategies
  students use
• 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
• 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

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

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SUBFUNCTIONS OF SELF-REGULATION
Metacognition

• SELF-OBSERVATION - self-monitoring

• Self Instruction Self-talk

• Self Evaluation - causal attribution

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

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A Cyclic model of self-regulation

• Self-Evaluation and
• Monitoring
• Strategic Outcome Goal Setting and
• Monitoring Strategic Planing
• Strategy Implementation
• and Monitoring

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Six Key Capabilities

• Teachers who have successfully implemented
  self-regulatory training into the curriculum
• Demonstrate the use of various self-regulated
  learning techniques model.
• Demonstrate the effectiveness of self-regulatory
  techniques model.
• Keep records of students progress.
• Anticipate students questions regarding
  self-regulated learning.
• Plan for the integration of self-regulated
  learning processes within the curriculum.
• Refine planning and teaching methods in light of
  self regulation training.

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Teachers Role in Developing Self-Regulated
Students

• Shifting the responsibility to students by
• asking them to self-monitor
• assisting them in analyzing their own data
• helping them to set their own goals and
  strategies.
• demonstrating his or her own use of process
  monitoring (Modeling)
• hypothesizing strategy choices and evaluating
  outcomes (Modeling)
• Helping to refine existing tactics and
  strategies.
• Encouraging self-monitoring

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Providing Informative Feedback

• Students need formative evaluation
• Why
• Students need to look for formative evaluation
  OPPORTUNITIES
• How?
• Students need to internalize informative
  evaluation processes
• Why How?
• Feedback and Attributions

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Four Steps in the Cycle

• Step one Students need to evaluate their current
  level of knowledge.
• Step two Analyze the learning task setting
  goals, and planning or refining a learning
  strategy.
• Step three Implementing the strategy.
• Step four Expanding the learners monitoring to
  include performance outcomes associated with
  strategic variations to determine effectiveness.

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Example Self -Evaluation and Monitoring

• Have students keep track of their time during
  conventional assignments Have the students
  monitor their self-efficacy.
• For tests
• For daily homework assignments.
• Knowledge Surveys

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SELF-EFFICACY
Self-efficacy is the belief in ones
capabilities to organize and execute the sources
of action required to manage prospective
situations. Bandura, 1986
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People's level of motivation, affective states,
and actions are based more on what they believe
than on what is objectively the case. Albert
Bandura
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Measuring Self-Efficacy

• Best Measures are Task Specific
• Specific to the goals and objective of the class
• Are written at the level of knowledge required
• Are written in the context the student learned
  the concept in.
• Ask for a response on a continuum.
• Likelihood of completion
• Likelihood of correct responce

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For More Information

• Frank Pajares Website on Self Efficacy
• http//www.des.emory.edu/mfp/self-efficacy.html
• Guide to the measurement of Self-Efficacy
• http//www.des.emory.edu/mfp/014-BanduraGuide2006.
  pdf

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Goal Setting and Strategic Planing

• Devote one half of the class period to guide
  students in evaluation of their time-management
  process and setting process goals for developing
  their skills.

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Selecting a Strategy

• Brainstorm strategies
• setting regular study periods
• setting realistic goals
• use a regular study area
• prioritize tasks
• what are some of your own?
• Students MUST choose a strategy that can help
  THEM
• Student must monitor their strategies

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OngoingStrategy Implementation and Monitoring

• The first effort to establish new habits is
  rarely a complete success. Students need to be
  given the opportunity to modify their initial
  approaches.
• From repeated opportunities to learn from their
  own strategic efforts, students can develop
  varied and unique time-management techniques

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Teaching SRL is important for Life Long Learning

• One of the greatest strengths of self-regulatory
  approaches to academic skill development is that
  they provide students with the opportunities to
  see how activities under their control can bring
  them rewarding feelings.