WSU Tutor Institute 4/13/06 Promoting Academic Achievement: The Will and Skill of College Success Stuart A. Karabenick University of Michigan Combined Program in Education & Psychology Stuart A. Karabenick University of Michigan Combined Program in Education & Psychology

WSU Tutor Institute 4/13/06 Goals for This Session Explaining Success and Failure The Will — Two Theoretical Approaches to Motivation Expectancy - Value Achievement Goal Theory The Skill — Self-Regulation Focus on Help Seeking Assignment Explaining Success and Failure The Will — Two Theoretical Approaches to Motivation Expectancy - Value Achievement Goal Theory The Skill — Self-Regulation Focus on Help Seeking Assignment

WSU Tutor Institute 4/13/06 Think for a moment… About a time when you were academically successful About a time when you were academically unsuccessful About a time when you were academically successful About a time when you were academically unsuccessful

WSU Tutor Institute 4/13/06 How would you explain why you were successful and why you failed? Ability? Effort? Past experiences? Present situation? Motivated toward vs. away from something? Others? Ability? Effort? Past experiences? Present situation? Motivated toward vs. away from something? Others?

WSU Tutor Institute 4/13/06 Two Theoretical Perspectives Expectancy - Value Theory Beliefs about efficacy and the value of outcomes Achievement Goal Theory Reasons and standards for striving Expectancy - Value Theory Beliefs about efficacy and the value of outcomes Achievement Goal Theory Reasons and standards for striving

WSU Tutor Institute 4/13/06 Expectancy-Value Approach to Motivation Can I do X ? Do I want to do X ? X X

WSU Tutor Institute 4/13/06 Value (e.g., to be a teacher) Utility: Would it be useful for me? Liking: Would I enjoy it? Importance: Is that outcome important to my identity? Cost: What’s the cost? What do I have to give up? Utility: Would it be useful for me? Liking: Would I enjoy it? Importance: Is that outcome important to my identity? Cost: What’s the cost? What do I have to give up?

WSU Tutor Institute 4/13/06 Take a moment… Think about these components of value for your own decision to attend the Tutoring Institute Interest/Liking Utility Importance Cost Then discuss these with the persons next to you. How are they the same or different? Think about these components of value for your own decision to attend the Tutoring Institute Interest/Liking Utility Importance Cost Then discuss these with the persons next to you. How are they the same or different?

WSU Tutor Institute 4/13/06 Can I? Do I have what it takes? Self-Efficacy “I think I can, I think I can.” Direct experience Others as models Encouragement Self-Efficacy “I think I can, I think I can.” Direct experience Others as models Encouragement

WSU Tutor Institute 4/13/06 Self-Efficacy as Partial Mediator Performance T1 Performance T2 Self-Efficacy

WSU Tutor Institute 4/13/06 Achievement Goals Theory: Reasons & Standards for Success Mastery/Learning Goal is to improve, focus on the task Results in deeper processing Performance Goal is to do better (or not worse) than others Shallow processing / poorer performance when focus is on not doing worse than others Mastery/Learning Goal is to improve, focus on the task Results in deeper processing Performance Goal is to do better (or not worse) than others Shallow processing / poorer performance when focus is on not doing worse than others

WSU Tutor Institute 4/13/06 Skill Cognitive Rehearsal Organization Elaboration Metacognition Planning Monitoring Regulating Cognitive Rehearsal Organization Elaboration Metacognition Planning Monitoring Regulating

WSU Tutor Institute 4/13/06 Knowledge and Application? Knowing How Knowing When Higher level preferred However should match the subject-matter (e.g., intro chemistry) Being Motivated To Use Them Knowing How Knowing When Higher level preferred However should match the subject-matter (e.g., intro chemistry) Being Motivated To Use Them

WSU Tutor Institute 4/13/06 Phases and Sub-Processes of Self-Regulation (based on Zimmerman & Schunk) Forethought Task Analysis Goal Setting Planning Self-Motivation Beliefs Self-Efficacy Outcome Expectations Value Goal Orientation Performance Self-Control Self-Instruction Imagery Task Strategies Attention Focusing Self-Observation Metacognitive Self- Monitoring Self-Recording Self-Reflection Self-Judgment Self-Evaluation Causal Attribution Self-Reaction Self-Satisfaction Affect Adaptive (Defensive?)

WSU Tutor Institute 4/13/06 Your turn… 1. Take 5 min. to consider and to write out your response to the following questions. 2. Then take the next 10 min. to discuss your thoughts with those around you. 3. Have one person summarize your discussion to report out. 1. Take 5 min. to consider and to write out your response to the following questions. 2. Then take the next 10 min. to discuss your thoughts with those around you. 3. Have one person summarize your discussion to report out.

WSU Tutor Institute 4/13/06 Help Seeking: A Special Case of Behavioral and Contextual Self-Regulation 1. How would you describe students who do and those who do not seek help? 2. How would you characterize situations/contexts that promote and those that discourage student help seeking? 1. How would you describe students who do and those who do not seek help? 2. How would you characterize situations/contexts that promote and those that discourage student help seeking?

WSU Tutor Institute 4/13/06 Costs and Benefits of Help Seeking Costs Threat to self-esteem Indebtedness to helper Embarrassment Benefits Greater likelihood of success Increased knowledge Costs Threat to self-esteem Indebtedness to helper Embarrassment Benefits Greater likelihood of success Increased knowledge

WSU Tutor Institute 4/13/06 Help Seeking and Level of Need

WSU Tutor Institute 4/13/06 More Self-Regulated Learners Are More Likely to Seek Help — When They Need It Correlations of Cognitive and Metacognitive Strategy Use During the Term and Help Seeking Indexes Total Academic Help Seeking During the Term Need for Help During the Term Help Seeking Holding Level of Need Constant Intentions to Seek Help When Needed e.g.,Rehearsal, Organization, Elaboration, Metacognition, Environment

WSU Tutor Institute 4/13/06 Different Goals of Help Seeking Executive/Expedient Effort Avoidant Autonomous/Adaptive/Instrumental Increased knowledge/understanding Decreased need for help subsequently Executive/Expedient Effort Avoidant Autonomous/Adaptive/Instrumental Increased knowledge/understanding Decreased need for help subsequently

WSU Tutor Institute 4/13/06 Adaptive Help-Seeking Process as Self-Regulation Detect when help is needed Decide to seek needed help Select most appropriate source Obtain help that will increase skills/understanding Process the help received Detect when help is needed Decide to seek needed help Select most appropriate source Obtain help that will increase skills/understanding Process the help received

WSU Tutor Institute 4/13/06 Ways to Promote Will and Skill Increase self-efficacy Promote value Develop self-regulation skills Focus on mastery Provide quality feedback/information and… Encourage others to seek and to provide autonomous help when needed Increase self-efficacy Promote value Develop self-regulation skills Focus on mastery Provide quality feedback/information and… Encourage others to seek and to provide autonomous help when needed

WSU Tutor Institute 4/13/06 Your Self-Regulation Assignment for Today 1. Choose one facet of your approach to tutoring that you believe needs improvement. 2. Describe how you would accomplish that. What would you need to do, or learn? 3. What experiences/information from today were helpful? 4. Tell how you would know whether you had improved. 1. Choose one facet of your approach to tutoring that you believe needs improvement. 2. Describe how you would accomplish that. What would you need to do, or learn? 3. What experiences/information from today were helpful? 4. Tell how you would know whether you had improved.