Describing Main Motivational Patterns

The Cycle and Phases of Self-Regulation

Forethought phase - the phase used in preparation for efforts to learn. This is the main phase that reveals the difference between students who are self-regulators and students who are not. Goal setting followed up with a plan on how to achieve that goal is the most important part of this phase. Self-efficacy and motivation are also important parts of this step to achieve the goal and desired learning outcome.

Performance phase - the phase where the actual learning takes place. The student learns how to manage their own learning by using the self-control process. In this phase, the student follows the strategies outlined in the forethought phase. The self-control process tends to be paired with the self-monitoring process. These processes occur while the student is learning, where the student monitors their own learning by keeping themselves accountable. This allows the student to either continue with their current learning strategies or reevaluate them and modify them to help them succeed.

Self-reflection phase - the phase that concludes learning. This phase consists of two aspects: self-judgement and self-reaction. The self-judgement process is where we self-evaluate to see what caused either the learner to succeed or fail. The self-reaction process entails how the learner reacts to what they discovered in the self-judgement process. Lastly, this phase is where the student measures their self-satisfaction level. This phase completes a self-regulatory cycle, with the 3 phases that continue to happen time and time again.

Motivational Patterns of Self-Regulated Individuals

Motivational Patterns of non Self-Regulated Individuals

continuously go through the three stages above in each new thing that they are learning
are able to think before learning something, while learning it, and reflect after they have learned it
have good time management and awareness skills
are able to monitor their thoughts and emotions regularly
have a high level of confidence and belief in themselves and their learning abilities
tend to have higher grades and have better close-knit relationships with peers
control impulses to remain focused on a task

tend to skip the forethought and self-reflection phase listed above
have difficulty focusing on a task
have uncontrolled impulses, such as blurting out answers rather than raising a hand
tend to not turn homework in on time or complete it last minute
may lack confidence or belief in themselves and their ability
may have trouble handling stressful situations
in severe cases, may have a mental health diagnosis
daydreaming and zoning out

Specific Strategies Self-Regulated Learners Use

Self-Regulated Learners use self-evaluations judgments, meaning they base their decision on facts, look at all sides of an issue, and weigh their options before making a decision. This tends to mean self-regulated learners have better grades, learn content at deeper levels, and overall have more success in school and life. SRL also know how to monitor their emotions thoroughly. Additionally, Self-Regulated Learners know how to react to the way they performed in a specific task. A lot of SRL keep a journal, either physical or mental, to self-reflect after said task.

Page updated

Google Sites

Report abuse