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

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

4. 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

5. 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.

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. Processes
Cognitive
Emotional
Behavioral
Contextual

14. Processes
Cognitive
Emotional
Behavioral
Contextual

15. Motivation
Cognitive
Emotional
Behavioral
Contextual

16. 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

17. 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”

18. 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

19. 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

20. 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),
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 ). New York, NY: Guilford Publications.
Schunk, D. H. (2005). Self-Regulated Learning: The Educational Legacy of Paul R. Pintrich. Educational Psychologist, 40(2),
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), DOI: /
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 ). 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:
Mindset Kit; Blog