Motivational Patterns
The motivational patterns of self-regulation include forethought, performance, and self-reflection.
The phases of self-regulation are cyclical, meaning that self-reflections of prior efforts to learn affect later forethought processes (Zimmerman 68). For example, a student who exhibits self-dissatisfaction will have lower levels of self-efficacy and will exert less effort in subsequent learning (Zimmerman 68). Additionally, a student who sets proximal goals is more likely to self-observe during the task and more likely to achieve their target, leading to higher levels of self-efficacy and self-motivation (Zimmerman 69).
The forethought phase happens before the effort to learn. It involves goal setting and planning which can include outlining the steps the task will use as well as the goal the student will work toward. Self-motivation is part of the forethought phase because it stems from the student's beliefs about learning (Zimmerman 67-68).
Goal Setting is the act of creating a target to work towards.
Zimmerman describes how evidence demonstrates an increase in academic success of students who set goals that are both specific and achievable (Zimmerman 68). When students set goals they also create a plan for how they will achieve these goals. By outlining the necessary steps to reach the goal, they are more motivated to work towards it because they understand they are capable of meeting their goal. A type of goal students may set is a S.M.A.R.T. goal. This acronym stands for Specific, Measurable, Attainable, Relevance, and Timely; more information about this types of goal can be found on the S.M.A.R.T Goals page.
Self-efficacy is the belief in one's capability to perform an activity successfully.
Students who believe in themselves to complete a task, utilize the motivational pattern of self-efficacy. An example of a student being self-efficacious is when they believe they know how to add two numbers together correctly, and believe this skill will also help them later to perform two-digit addition. This belief in their capability motivates the student to learn in a more self-regulated way. To increase self-efficacy, students can set attainable goals as well as break a larger activity into smaller steps.
The performance phase occurs during the effort to learn and is where the steps outlined in the previous phase take place. In this phase, students must demonstrate self-control to stay on task and not become distracted by other activities. it is important for students to use self-observation during this phase to ensure they are completing the task. By monitoring themselves, students can check if they are on track to obtain the goal they set in the forethought phase (Zimmerman 68).
Self-observation refers to how one recognizes their actions during a task.
Self-observation includes self-recording and self-experimentation (Zimmerman 68). Self-recording involves students documenting personal events, while self-experimentation is used to find the cause of these events (Zimmerman 68). Self-recording is useful because students can record how much time they spend on one task, such as studying. Zimmerman describes that a student may notice that when they study alone, they finish the assignment quicker than when they study with a friend (Zimmerman 68). Self-experimentation is beneficial because this student can conduct an experiment by studying similar lessons, one alone and one with his friend, to determine if his friend is an advantage or a disadvantage to his studying habits. Students are observing how they act during a task and determine if their actions are leading them to reaching their goal or if they are hindering their progress.
Intrinsic task interest is the interest of the task due to internal value, not external influences.
Students who participate in a task because they find value in the task itself rather than participating in the task because of external factors exhibit intrinsic task interest. Students participate in a task because they find it compelling to learn about, not because they will get a piece of candy for doing so. An example of a student demonstrating intrinsic task interest is the student participating in the science lesson because they find the subject matter fascinating. This student is more motivated in a self-regulated fashion because they want to learn about the topic.
The self-reflection phase occurs after the effort to learn is accomplished. Students reflect on their performance and how it compares to a standard performance. Self-reaction will also take place in this phase which includes self-satisfaction and positive affect in response to their performance. Motivation improves when self-satisfaction increases (Zimmerman 68).
Self-reaction is how one reacts to their completion of a task.
Self-reaction involves feelings of self-satisfaction. Self-satisfaction is how satisfied one feels with their accomplishment. Zimmerman describes how, "Increases in self-satisfaction enhance motivation, whereas decreases in self-satisfaction undermine further efforts to learn" (Zimmerman 68). When students are satisfied with their achievement, they are more motivated to continue learning, but when students are not satisfied with how they completed a task, their motivation decreases.
Self-Made Image: This image demonstrates how the three phases of Self-Regulation can relate to the plot structure of a story. The Forethought Phase happens at the beginning of a task, the Performance Phase occurs during the task, and Self-Reflection happens after the task is completed.