A Primer on Self-Regulated Learning in the Classroom Marcia Toms, PhD Instructor, Academic Success September 21, 2017, TYFY

Plan for today What does self-regulated learning include and what are the stages of development? Plenty of time for discussion and sharing

Qualitative Study Completed as part of PhD program. Interviewed 8 students at 4 distinct times of first semester at residential, research-extensive university. Much still relevant to first-semester college students at two-year school

What we are not talking about… Intelligence Proficiency It’s not a person’s IQ not what background knowledge they have. Part of the reason SRL is an important topic is because these two items don’t explain academic success alone. SRL can help explain why students with intelligence and proficiency do well.

Self-Regulated Learning Contextually-based cognitive, emotional, and behavioral processes that students use to mediate their learning NEXT SLIDE: PROCESSES There are some core assumptions of SRL **learners are active participants in learning. **students can monitor and control (ie, regulate) their learning. *learners regulate by comparing their process with some sort of benchmark. -the self-regulated learning strategies are used to mediate between the learner, the context, and the eventual learning that results (Pintrich, 2004). COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL Cognitive Processes Rehearsal Elaboration Organization NEXT SLIDE: META COGNITIVE Rehearsal: flashcards, rewriting, saying something out-loud Elaboration: summarizing, comparing to other information, putting it in their own words Organization: maps, charts, tables COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

Meta-Cognitive Processes Planning Goal-setting Pre-reading activities Task analysis Goal setting: what do I hope to learn after doing this cognitive task Pre-reading: skimming text to get questions Task analysis: how long do I think this will take? How much energy? META- COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

More Meta-Cognitive Processes Monitoring Tracking attention Self-testing Evaluation NEXT SLIDE: EMOTIONAL PROCESSES Tracking: Am I paying attention? Self-testing: do I really get this. Evaluation at end of a learning session: did I get what I wanted get? Did the strategies I used work? META- COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL Emotional Processes Self-worth Self-efficacy Anxiety Interest Goal Orientation NEXT SLIDE: BEHAVIORAL PROCESSES Self-worth: I try and fail, self-worth diminished. I don’t try and fail, self-worth retained (Bandura) Self-efficacy: can I learn this? If I don’t think so, why bother? HOWEVER! “no amount of self-efficacy will produce a competent performance when requisite skills are lacking. Similarly, high self-efficacy will not influence behavior when people do not value the outcomes or take pride in their accomplishment” (Schunk & Pajares, 2005, p. 87). Anxiety: How much is riding on this? Interest: Is this fun? Goal Orientation: Performance or Mastery focus/Approach vs. Avoidance. [Often stems from Dweck’s Entity vs. Incremental Theory of intelligence] COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL Behavioral Processes Regulation while studying Re-reading Slowing down Focusing Time management NEXT SLIDE: CONTEXTUAL What do they do when they get data from emotional, contextual, and cognitive aspects? Do they put forth the effort while studying to “get it right?” Do they even many time for studying? COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL Contextual Processes People Study environment Time Subject Matter NEXT SLIDE: 4 ELEMENTS People: Peers, teachers, advisers, parents Environment: Where are they studying? Time available to study Subject matter: SRL changes dependent on subject. Part of that is simply related to interest, but part of it is also that different subjects require different processes. Also, different professors will require different amounts of effort. Study highlight: while all students resources that were created by the instructor (study guides, practice tests, etc…) NONE went to see the professor. COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

Processes Cognitive Emotional Behavioral Contextual

Processes Cognitive Emotional Behavioral Contextual

Motivation Cognitive Emotional Behavioral Contextual

Developing SRL Make the student own the process “Students cannot develop or display their self-regulatory skill in settings where they cannot exercise personal choice or control” (Zimmerman, 1998, p. 11) Make the student own the process

Zimmerman’s (2005) Stages Observation Emulation Self-control Automaticity Observation: SRL skills are things that are not often observed. I can remember some vivid ones, like my 8th grade teacher talking about how her daughter had to spend Saturday afternoons working on HW. Students in study did best with resources assigned by professors “There’s no learnsmart to do”

Increasing SRL Slip in knowledge of SRL Process-based positive reinforcement Metacognitive questions CBT questions Modeling 1. Simply watching a video with upperclass students talking about how their grades started low, and then raised produced statistically significant effect (Wilson and Linwille 1982, 1985). 2.Process based PR: Dweck. Influences theory of intelligence. a.Entity: You’ve got it or not b.Incremental: You can develop it like a muscle Metacognitive Questions: A.How confident are you in your answers? B.Did you spend enough time studying? C.So if I asked you ____ would you be able to tell me? 4Anxiety: CBT intervention: All or nothing thinking Overgeneralization Mental filters Disqualifying positive Jumping to conclusions Magnification and minimization Emotional reasons labeling and mislabeling 5Modeling behaviors

COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL “For academic skills to be mastered, learners must behaviorally apply cognitive strategies to a task within a contextually relevant setting” Zimmerman, 1998, p. 2 COGNITIVE EMOTIONAL BEHAVIORAL CONTEXTUAL

Bibliography/Resources Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.). (2000). Handbook of self-regulation. San Diego, CA: Academic. Dweck, C. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34-39. Hofer, B. K., Yu, S. L., & Pintrich, P. R. (1998). Teaching college students to be self-regulated learners. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulated learning: From teaching to self-reflective practice. (pp. 57-85). New York, NY: Guilford Publications. Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85-94. Schunk, D. H. & Zimmerman, B. J. (Eds.). (1998) Self-Regulated Learning: From teaching to self-reflective practice. New York, NY: Guilford Publications. Yaeger, D. S. & Walton, G. M. (2011). “Social-psychological interventions in education: They’re not magic.” Review of Educational Research, 81(2), 267-301. DOI: 10.3102/0034654311405999 Zimmerman, B. J. (2005). The hidden dimension of personal competence: Self-regulated learning and practice. In A. J. Elliot, C. S. Dweck, & M. and J. S. L. Endowment (Eds.), Handbook of competence and motivation (pp. 509-526). New York: Guilford Press. 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 Publications. Resource: https://www.perts.net/resources Mindset Kit; Blog