1. GSA 2009
What Can We Do to Help Our Students Become Better Learners? Fostering the Development of Metacognition and Self-Regulation
Metacognition and Self-Regulated Learning
Dr Steven Fleisher
California State University Channel Islands

2. Metacognition
Successful thinkers and learners intentionally think about their own thinking.
Experts constantly monitor their understanding and progress during problem solving.
Metacognitive skills allow them to decide when level of understanding is not adequate.
(Wirth & Perkins, 2009, Learning to Learn).

3. Self-Regulated Learning
An active, constructive process whereby students learn to set goals and then to monitor, regulate, and control their cognition, motivation, and behavior…
(Pintrich, 2000).

4. Social Cognitive Theory (Bandura)
Stimulus  (CM)  Response  Reinforcement
Environmental Cognitive Behavior Positive outcomes
Affective Mediation
Observational Learning and Direct Learning
Then, Self-Regulation of Cognitions, Motivation/Affect, Behaviors

5. Combined Motivational Continuum
<<<<<<<<< Self-Regulation >>>>>>>>>
Plan, Act, Reflect, Modify (Tasks)
(Others in Charge) (Self in Charge)
Extrinsic …………….….. Motivation …………..……... Intrinsic
Goal-Orientation
Minimum … ……. Autonomy ………...……. Maximum
Alternatives
Self-initiate
Mastery of impulses

6. Conceptual Framework for Self-Regulated Learning (Pintrich, 2000)
Areas for Regulation
Phases
Cognition
Motivation/Affect
Behavior
Context
Planning
Activation
Goal setting
Assess value and
interest
Plan time and effort
Perception of task
Monitoring
Monitor cognition
Monitor motivation
and affect
Monitor effort
Monitor conditions
Control
Learning strategies
Strategies to manage
motivation and affect
Increase/decrease
effort
Change or
renegotiate task
Reflection
Attributions
Choice
Evaluate task

7. Motivational Continuum
<<<<<<<<< Self-Determination >>>>>>>>>
(Others in Charge) (Self in Charge)
Repository …………..….….. Values ……………..…….. Agency
Beliefs
Goals
Self-Regulated Learners of Geoscience:
Let them see how much we value our planet.
Construct studies to help inform their beliefs.
Successful and deep learning to guide their goals.

8. Skillful Self-Regulated Learners
Self-initiated actions to attain important academic goals.
Attention on setting specific, manageable goals.
Use of appropriate learning strategies.
Generate and maintain appropriate levels of motivation.
Monitor progress and reflect on improvement and satisfaction with attained goals.
When conflicts arise between goals and distractions, these learners remain task-focused despite immediate impulses.

9. Self-Regulated Learners (continued)
By contrast, less-skilled learners are unable or unwilling to generate appropriate self-efficacy beliefs, interest, and outcome expectancies to help attain their goals.
The differences between these learners may be explained by personal goals, history of reinforcement, social modeling, influential environments, and mastery of impulses.
Academic Exchange Quarterly, 2006, Volume 10, Issue 4.

10. References
Deci, E. L. & Ryan, R. M. (2002). Handbook of self-determination research. New York: University of Rochester Press. Fleisher, S. C. (2008). Affect and self-regulation: Keeping it positive in the classroom. National Teaching and Learning Forum. Vol. 17, No 2. Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.) Handbook of self- regulation. San Diego, CA: Academic Press. Schunk, D. H. & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. New York: Lawrence Erlbaum. Wirth, K. R. & Perkins, D. (2009). Learning to learn. (version 19 June 2009).