Self-Regulated Learning

1
Self-Regulated Learning

• Students take charge of their own learning.

2
Self-Regulated Learning

• Students are able to monitor, assess, and modify
  their behavior based on their evaluation of what
  they have successfully learned.
• Students are able to be in charge of their
  learning and studying environment.
• (Winne, 1995)

3
Self-Regulated Learning

• Students can manage their time.
• Students can request support when needed.
• Students believe that they can be academically
  successful (self-efficacy).
• Students are able to set goals, plan, and use
  study strategies.
• Students are able manage their emotions, i.e.
  test anxiety.
• (Winne, 1995)

4
What does Self-Regulated Learning Look Like?

• Students know cognitive and study strategies.
• Students know when to use the strategies.
• Students can plan and manage their time.
• Students can focus on learning and goals.
• Students believe they can learn (self efficacy).
• Students have a positive attitude towards
  learning.
• Students can self-motivate to learn.
• (Ley Young, 1998 Schraw, Crippen,
  Hartley, 2006 Winne, 1995)

5
Self-Regulated Learners Task Behaviors

• Analyze the task
• Interpret the task requirements.
• Set specific goals
• Select appropriate strategies.
• Implement strategies
• Monitor progress (internal feedback).
• Adjust the strategies.
• Use self-motivational strategies
• Keep on task.
• Combat discouragement.
• Deal with difficulties.
• (Vockell, 2001)

6
Self-Regulated Learning

• Can be taught and can be learned
• Self-assessment
• Monitor your own performance.
• Self-judgment
• Evaluate your own work.
• Self-Modification
• Set goals.
• Use self talk.
• Change the environment -eliminate distractions.
• Ask for help.
• (Vockell, 2001)

7
Self-Regulated Learning

• High achieving students
• Set more detailed learning goals.
• Use a multiplicity of strategies.
• Self-monitor more frequently.
• Systematically modify efforts, goals, and
  strategies.
• (Rubin Reis, 2006)

8
Self-Regulated Skills Cycle
(Zimmerman, 2002, 1998)
9
Phase 1Forethought

• When will I write the paper?
• Where will I write the paper?
• How will I get started writing?
• What will help me write the paper?
• (Zimmerman, 2002, 1998)

10
Phase 2Performance Control

• Am I accomplishing the work?
• Is this work taking more time than I thought?
• Can I encourage myself (use self-talk) to keep
  going?
• What will help me?
• (Zimmerman, 2002, 1998)

11
Phase 3Self-Reflection

• Did I do a good job writing that paper?
• How did I keep on task?
• What helped me?
• Did I give myself enough time?
• Did I choose the right study strategies?
• Did I set rewards and consequences for myself?
• Did I follow my plans?
• (Zimmerman, 2002, 1998)

12
Self-Regulation Strategies

• Organizing Information
• Outline.
• Summarize.
• Highlight.
• Use index cards to self test.
• Draw diagrams.
• Use concept maps.
• (Vockell, 2001 Winne, 1995 Zimmerman, 2002)

13
Self-Regulation Strategies

• Set Goals.
• Devise a plan to achieve the goals.
• Manage your time well.
• Keep records and self-monitor
• Take notes.
• Gather information.
• Organize information.
• (Vockell, 2001 Winne, 1995 Zimmerman,
  2002)

14
Self-Regulation Strategies

• Rehearsing and memorizing
• Use mnemonic devices.
• Teach someone else the concepts.
• Make up and answer sample questions.
• Use mental imagery.
• Overlearn-Use repetition.
• Say notes aloud.
• (Vockell, 2001 Winne, 1995 Zimmerman, 2002)

15
Self-Regulation Strategies

• Behavioral
• Self assessment
• Break the task down into its parts.
• Set goals.
• Set up consequences for yourself
• Use positive reinforcement
• What will I do to reward myself for a job well
  done?
• Set consequences
• What will I do if I do not follow through?
• (Vockell, 2001 Winne, 1995 Zimmerman, 2002)

16
Self-Regulation Strategies

• Where will I gather Information?
• Library, Internet, textbook, notes.
• Where will I study?
• Eliminate distractions, comfortableness, plan
  study periods and breaks.
• Where and when will I request assistance?
• Help from peers professors.
• Tutoring.

17
Self-Regulation Strategies

• Structuring the environment
• Arrange the physical setting.
• Eliminate distractions.
• Break up study periods.
• Spread study periods over time.
• Seeking assistance
• Help from peers.
• Help from the professor.
• Tutoring.

18
References

• Jakubowski, T., Dembo, M. (April, 2002). Social
  cognitive factors associated with the academic
  self-regulation of undergraduate college students
  in a learning and study strategies course. Paper
  presented at the annual meeting of the American
  Educational Research Association, New Orleans,
  LA.
• Ley, K., Young, D. (1998). Self-regulation
  behaviors in underprepared (developmental) and
  regular admission college students. Contemporary
  Educational Psychology, 23, 42-64.
  doi10.1006/ceps.1997.0956
• Ruban, L., Reis, S. M. (2006). Patterns of
  self-regulatory strategy use among low-achieving
  and high-achieving university students. Roeper
  Review, 28, 148-156. doi10.1080/02783190609554354
  

19
References

• Schraw, G., Crippen, K. J., Hartley, K. (2006).
  Promoting self-regulation in science education
  Metacognition as part of a broader perspective on
  learning. Research in Science Education, 36,
  111-139. doi10.1007/s11165-005-3917-8
• Vockell, E. L. (2001). Self-regulation of
  learning. In E. L. Vockell (Ed.), Educational
  psychology A practical approach (Online ed.).
  Retrieved from http//education.calumet.purdue.edu
  /vockell/edPsybook/Edpsy7/edpsy7_self.htm
• Winne, P. H. (1995). Inherent details in
  self-regulated learning. Educational
  Psychologist, 30(4), 173-187. doi10.1207/s1532698
  5ep3004_2

20
References

• Zimmerman, B. J. (2002). Becoming a
  self-regulated learner. Theory Into Practice,
  41(2), 65-70. doi10.1207/s15430421tip4102_2
• Zimmerman, B. J. (1998). Developing
  self-fulfilling cycles of academic regulation An
  analysis of exemplary instructional models. In D.
  H. Schunk B. J. Zimmerman (Eds.),
  Self-regulated learning From teaching to
  self-reflective practice (pp. 1-19). New York,
  NY Guilford Press.
• Zimmerman, B. J., Bonner, S., Kovach, R.
  (1996). Developing self-regulated learners
  Beyond achievement to self-efficacy. Washington,
  DC American Psychological Association.