Theory of SR

HW Assignment #1

Erin E. Peters

EDEP 654

Theories of Self-Regulation and Learning

Some General Ideas about Self-Regulation and Learning

Research on self-regulated learning has grown out of more general efforts to study human self-control or self-regulation
Shifts the focus of educational analyses from student learning abilities or environments at school or home as fixed entities to students’ personally initiated strategies designed to improve learning outcomes and environments
Before self-regulation, educators were asked to change environment to suit learners needs
Self-regulated learning assume that students can personally improve their ability to learn, can proactively select, structure and create advantageous learning environments, and can play a significant role in choosing the form and amount of instruction they need

Theory	Views of Self-Regulated Learning	Motivation to Self-Regulate	Self-Awareness Processes	Key Self-Regulation processes to Attain Academic Goals	Social and Physical Environment Factors	Acquire a capacity to self-regulate?
Social Cognitive – Bandura Social Cognitive continued	separate but interdependent – personal, behavioral, and environmental all interrelate bidirectional relationships between social and cognitive events must train oneself to self-regulate must be able to communicate *not as developmental as other theories	motivated by the consequences that they expect to receive for behaving rather than by the actual rewards themselves self-efficacy *expectations set by (external) teacher, parents and (internal) self	self-observation is most helpful when it focuses on the specific conditions under which learning occurs, time, place, duration graphing outcome can contribute to self-regulation as well as logs, journals and diaries	self-observation, self-judgement, self-reaction interact together student looks at performance, evaluates it and then has a reaction to decide what to do next self-reactions – 1)personal (evaluative) and 2) environmental (tangible) *satisfaction is part of self-reaction	focused on relationships between social processes and various self-regulation processes as well as environmental factors environment plays a big part learn by watching experts modeling important	self-regulation is not a skill that automatically develops as people get older, one must be trained to be self-regulated age differences in ability to understand language, knowledge bases and capacity to make social comparisons shown to be connected
Cognitive Constructivist - Bartlett, Piaget	Bartlett – mnemonic process involved constructing cohesive accounts of phenomena like conceptual frameworks Piaget – assimilation (absorbing information) and accommodation (changes that were made in existing schema) contributed to learning	do not view motivation as a separate process human motive to construct meaning from experience is inherently compelling disequilibrium causes self-regulation in learning – student wants to get out of this state intrinsic	Egocentrism limits ability to understand perspectives of others not fully logical until you can integrate the perceptions of others social comparison with time it will develop stage theory, so one must proceed through all stages to become logical in order to self-regulate feedback from environment	multifaceted construct theories to regulate: self-competence, effort, academic tasks, and instrumental strategies mental and physical actions are both a part organizing materials and elaborating help students to become more self-regulating	instructional procedures that seek to increase cognitive conflict through use of discovery learning or social conflict help students to become more self-regulating social interaction – students must find others’ ideas intelligible in order to accept them	one must develop the ability to be flexible in using constructs one must be able to know about their mental constructs and test them against their physical and social environment in order to resolve cognitive conflict

Theory

Views of Self-Regulated Learning

Motivation to Self-Regulate

Self-Awareness

Processes

Key Self-Regulation processes to Attain Academic Goals

Social and Physical Environment Factors

Acquire a capacity to self-regulate?

Social Cognitive – Bandura

Social Cognitive continued

*separate but interdependent – personal, behavioral, and environmental all interrelate

*bidirectional relationships between social and cognitive events

*must train oneself to self-regulate

*must be able to communicate

*not as developmental as other theories

*motivated by the consequences that they expect to receive for behaving rather than by the actual rewards themselves

*self-efficacy

*expectations set by (external) teacher, parents and (internal) self

*self-observation is most helpful when it focuses on the specific conditions under which learning occurs, time, place, duration

*graphing outcome can contribute to self-regulation as well as logs, journals and diaries

*self-observation, self-judgement, self-reaction

*interact together

*student looks at performance, evaluates it and then has a reaction to decide what to do next

*self-reactions – 1)personal (evaluative) and 2) environmental (tangible)

*satisfaction is part of self-reaction

*focused on relationships between social processes and various self-regulation processes as well as environmental factors

*environment plays a big part

*learn by watching experts

*modeling important

*self-regulation is not a skill that automatically develops as people get older, one must be trained to be self-regulated

*age differences in ability to understand language, knowledge bases and capacity to make social comparisons shown to be connected

Cognitive Constructivist - Bartlett, Piaget

*Bartlett – mnemonic process involved constructing cohesive accounts of phenomena like conceptual frameworks

*Piaget – assimilation (absorbing information) and accommodation (changes that were made in existing schema) contributed to learning

*do not view motivation as a separate process

*human motive to construct meaning from experience is inherently compelling

*disequilibrium causes self-regulation in learning – student wants to get out of this state

*intrinsic

*Egocentrism limits ability to understand perspectives of others

*not fully logical until you can integrate the perceptions of others

*social comparison

*with time it will develop

*stage theory, so one must proceed through all stages to become logical in order to self-regulate

*feedback from environment

*multifaceted

*construct theories to regulate: self-competence, effort, academic tasks, and instrumental strategies

*mental and physical actions are both a part

*organizing materials and elaborating help students to become more self-regulating

*instructional procedures that seek to increase cognitive conflict through use of discovery learning or social conflict help students to become more self-regulating

*social interaction – students must find others’ ideas intelligible in order to accept them

*one must develop the ability to be flexible in using constructs

*one must be able to know about their mental constructs and test them against their physical and social environment in order to resolve cognitive conflict

How are Social Cognitive and Cognitive Constructivist Theories alike?

· Students must have the capacity to communicate in order to begin processes to self-regulate

· Feedback is key in the loop to increase self-regulation

· Social interaction is important

· Evaluating performance is a part of the feedback loop

· Putting students in groups to solve problems would be a good way to structure their learning environments for both

How are Social Cognitive and Cognitive Constructivist Theories different?

· Social Cognitive is not as developmental, whereas Cognitive Constructivism relies on stage theory

· Cognitive Constructivism is entirely intrinsic, whereas goals in Social Cognitivism can be set from external sources

Theories of Motivation

Theory	Concepts of the Motivation Perspective	How do they affect behavior and learning?	What strategies can teachers use to promote the motivation to learn?	Personal experience of motivation in this perspective
Causal Attribution Theory of Motivation and Emotion	· Most people have a strong, pervasive need to analyze and understand the causal factors underlying their experience · May eventually be integrated into cognitive and emotional perspectives on motivation	· Since people have a general desire for understanding and mastery, they inherently want to learn about their experiences and environment · People consider the factors of ability, effort, luck and task difficulty as causes to their successes and failures in learning	· Teachers should set up experiences with questions and problems that are the grounds for student exploration · Lessons should begin with an experience that is meaningful to the content goals and students will inherently want to find out the causes for their initial experiences	· When I was an engineer, I was generally unhappy with my career, but I did not know exactly why. I looked at several facets of my career as an engineer, such as the nature of the tasks I was asked to do, the people with whom I interacted, the expectations of my work, and the future opportunities afforded to me as an engineer. I realized that I liked the nature of the work (science) but I needed more human interaction. I began studying to become a teacher and 15 years later, I still love coming to work each day!
Control System Theories of Human Motivation	· Adept at accounting for the organization of variable patterns of activity directed by multiple goals and regulated by multiple sources of feedback and feedforward information · Does not adequately highlight the crucial role emotions · Uses importance of discrepancies between desired and perceived or anticipated outcomes · Organizes goals into hierarchies that rely on means-ends · Feedback look evaluates the discrepancies between desired and perceived outcomes	· When students are made aware of their errors in tasks, then they understand what NOT to do · For example, when a child is first learning how to walk, an adult does not model the activity for them. Rather, the child tries different strategies to see if they work. When one type of strategy (like leaning forward) makes them fall instead of walk, they can throw out that strategy as an unsuccessful one and try another one. · Try, try again is a good motto for this motivational theory.	· Teachers using this strategy to motivate must first get students to understand that making a mistake is part of the learning process. Many students think that they must produce perfect work each time. · Teachers should give students open ended problems to solve so that misconceptions are exposed. When a misconception is exposed, then teachers can take the opportunity to identify it so that the student discards the idea and tries to find another that will fit.	· I had a poor experience as a student teacher because my cooperating teacher did not give much feedback to my performance. I knew my performance was not successful because the students were confused and were not learning as I expected. I kept trying different strategies for the delivery of instruction until I found that a more student-centered way of instruction suited my needs the best.

Theory

Concepts of the Motivation Perspective

How do they affect behavior and learning?

What strategies can teachers use to promote the motivation to learn?

Personal experience of motivation in this perspective

Causal Attribution Theory of Motivation and Emotion

· Most people have a strong, pervasive need to analyze and understand the causal factors underlying their experience

· May eventually be integrated into cognitive and emotional perspectives on motivation

· Since people have a general desire for understanding and mastery, they inherently want to learn about their experiences and environment

· People consider the factors of ability, effort, luck and task difficulty as causes to their successes and failures in learning

· Teachers should set up experiences with questions and problems that are the grounds for student exploration

· Lessons should begin with an experience that is meaningful to the content goals and students will inherently want to find out the causes for their initial experiences

· When I was an engineer, I was generally unhappy with my career, but I did not know exactly why. I looked at several facets of my career as an engineer, such as the nature of the tasks I was asked to do, the people with whom I interacted, the expectations of my work, and the future opportunities afforded to me as an engineer. I realized that I liked the nature of the work (science) but I needed more human interaction. I began studying to become a teacher and 15 years later, I still love coming to work each day!

Control System Theories of Human Motivation

· Adept at accounting for the organization of variable patterns of activity directed by multiple goals and regulated by multiple sources of feedback and feedforward information

· Does not adequately highlight the crucial role emotions

· Uses importance of discrepancies between desired and perceived or anticipated outcomes

· Organizes goals into hierarchies that rely on means-ends

· Feedback look evaluates the discrepancies between desired and perceived outcomes

· When students are made aware of their errors in tasks, then they understand what NOT to do

· For example, when a child is first learning how to walk, an adult does not model the activity for them. Rather, the child tries different strategies to see if they work. When one type of strategy (like leaning forward) makes them fall instead of walk, they can throw out that strategy as an unsuccessful one and try another one.

· Try, try again is a good motto for this motivational theory.

· Teachers using this strategy to motivate must first get students to understand that making a mistake is part of the learning process. Many students think that they must produce perfect work each time.

· Teachers should give students open ended problems to solve so that misconceptions are exposed. When a misconception is exposed, then teachers can take the opportunity to identify it so that the student discards the idea and tries to find another that will fit.

· I had a poor experience as a student teacher because my cooperating teacher did not give much feedback to my performance. I knew my performance was not successful because the students were confused and were not learning as I expected. I kept trying different strategies for the delivery of instruction until I found that a more student-centered way of instruction suited my needs the best.