Self-Regulation is More than Metacognition Jenefer Husman, Ph.D. Arizona State University

Metacognition and Self-Regulation Self Regulated Learning Metacognition Motivation Environment

METACOGNITION DEFINITION: Essentially, metacognition refers to the act of “thinking about one’s own thinking”; in psychology, the term is typically used to describe the process by which one exercises deliberate conscious control over one’s own cognitive abilities.

METACOGNITION Effective metacognizers 1.increase their attention 2.rehearse — elaborate 1.transform — organize, categorize, network 2.self-monitor — summarize, clarify, question, predict 3.stop after critical passage — reflect, restate, rethink 4.engage in internal dialogue and mental discussion with author 3.engage memory strategies if appropriate — use of imagery, mnemonics 4.if disposition is to disregard, lower defenses 5.if vocabulary a problem, engage the vocabulary 6.are on the lookout for verbal markers 7.make appropriate associations and connections

8.reflect (critically, actively, with others) 9.engage material 1.make notes 2.outline if appropriate — keep track of critical points 3.write on margins or use post-it notes 4.read critical passages as often as necessary 5.“talk to the author” 10.discuss material with friends or colleagues — explain it to others 11.are aware of recency and latency effects — pay special attention to introduction and conclusion 12.enhance their learning environment (make time and create space) 13.review and reflect before bedtime 14.THINK (actively, proactively, consciously, carefully, thoroughly)METACOGNITION Effective metacognizers

“Education is the organization of acquired habits of conduct and tendencies to behavior.” William James Talks to Teachers

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

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

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

TYPES OF SELF-REGULATION ENVIRONMENTAL SELF-REGULATION Monitoring and adjusting environmental conditions  Examples of Environmental Self-Regulation:  arrange a place to study where you won’t 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?

TYPES OF SELF-REGULATION BEHAVIORAL SELF-REGULATION Monitoring and adjusting performance processes  Example’s 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

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

SUBFUNCTIONS OF SELF-REGULATION Metacognition SELF-OBSERVATION - self-monitoring Self Evaluation - causal attribution SELF-REACTION self-satisfaction self-worth distress adaptive/defensive Self Instruction: “Self-talk ”

A Cyclic model of self-regulation Self-Evaluation and Monitoring Strategic Outcome Goal Setting and MonitoringStrategic Planing Strategy Implementation and Monitoring

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.

Teacher’s 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

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

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.

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

“Self-efficacy is the belief in one’s capabilities to organize and execute the sources of action required to manage prospective situations.” Bandura, 1986 SELF-EFFICACY

“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

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

For More Information Frank Pajares Website on Self Efficacy – efficacy.htmlhttp:// efficacy.html Guide to the measurement of Self-Efficacy – BanduraGuide2006.pdf

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.

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

Ongoing Strategy 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

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.